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[book cover] Assessment Strategies for Online Learning

Dianne Conrad and Jason Openo

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June 2018

9781771992329 (Paperback)
9781771992336 (PDF)
9781771992343 (ePub)

$32.99

Series
Issues in Distance Education

Subject
Education: Distance Education / Education: Online Learning

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About the Book

For many learners, assessment conjures up visions of red pens scrawling percentages in the top right-hand corner of exams and feelings of stress, inadequacy, and failure. Although learners sometimes respond negatively to evaluation, assessments have provided educational institutions with important information about learning outcomes and the quality of education for many decades. But how accurate are these data and have they informed practice or been fully incorporated into the learning cycle? Conrad and Openo argue that the potential inherent in online learning environments to alter and improve assessment and evaluation has yet to be explored by educators and learners.

In their investigation of assessment methods and learning approaches, Conrad and Openo explore assessment that engages and authentically evaluates learning. They insist that online and distance learning environments afford educators new opportunities to embrace only the most effective face-to-face assessment methods and to realize the potential of engaged learning in the digital age. In this volume, practitioners will find not only an indispensable introduction to new forms of assessment but also a number of best practices as described by experienced educators.

 

About the Authors

Dianne Conrad has spent 35 years teaching and researching, most recently at Athabasca University in the Centre for Distance Education. She is the co-editor of the International Review of Open and Distributed Education and serves on several editorial boards of international journals. Her research interests include adult and distance education, online learning, and prior learning assessment and recognition.

Jason Openo is the director of the Centre for Innovation and Teaching Excellence at Medicine Hat College in Alberta and a sessional instructor at the University of Alberta’s Graduate School of Library and Information Science. His research interests include the professional development of online contingent faculty and the convergence of quality assurance and the assessment of student learning outcomes.

 

 

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Copyright: This work is licensed under a Creative Commons License (CC BY-NC-ND 4.0). It may be reproduced for non-commercial purposes, provided that the original author is credited.

MARC

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Select a Chapter

Download Front Matter

Download Table of Contents

DownloadForeword

DownloadPreface

Download1. The Big Picture: A Framework for Assessment in Online Learning

Download2. The Contribution of Adult Education Principles to Online Learning and Assessment

Download3. What Do You Believe? The Importance of Beliefs about Teaching and Learning in Online Assessment

Download4. Authenticity and Engagement: The Question of Quality in Assessment

Download5. Assessment Using E-Portfolios, Journals, Projects, and Group Work

Download6. The Age of “Open”: Alternative Assessments, Flexible Learning, Badges, and Accreditation

Download7. Planning an Assessment and Evaluation Strategy—Authentically

Download8. Flexible, Flipped, and Blended: Technology and New Possibilities in Learning and Assessment

Download9. A Few Words on Self-Assessment

Download10. Summing Up

DownloadAppendix •?Other Voices: Reflections from the Field

DownloadReferences

DownloadIndex

 

“A practical, helpful and insightful book full of advice and support for the faculty member seeking to develop meaningful, authentic, formative and summative assessments for and of learning. Written by two of the most experienced professionals in ODFL in North America, the authors' experiences shine through on every page – making this an immensely readable, useful, and practical collection of insights, practices, and suggestions.”

—Teachonline.ca