Online Assessment Criteria in Action: Task Design in Contrasting Tertiary Education Contexts
Amanda Kendle, University of Western Australia, Australia ; Maria Northcote, Edith Cowan University, Australia
EdMedia + Innovate Learning, in Norfolk, VA USA ISBN 978-1-880094-42-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Our previous research provided a theoretical basis for a proposed set of practical design criteria for online assessment tasks. This work has been motivated by our recognition of the importance of not simply transferring face-to-face or distance learning assessment techniques to the online environment. We work largely in a constructivist framework and the key components of our design criteria include using a variety of qualitative and quantitative assessment activities, designing authentic tasks, using collaboration and interaction, providing appropriate feedback mechanisms, utilising online resources, and encouraging student responsibility for and control of the learning process. In this paper two case studies are used to illustrate the application of these criteria, and their effectiveness as online assessment tasks is evaluated. The first case study involves an online portfolio assessment in an Indigenous Australian literature unit, while the second looks at the adaptation of the modified essay question to the online environment in a medical education context. The results of our analysis will inform both the refinement of our design criteria and the development of future assessment tasks.
Kendle, A. & Northcote, M. (2001). Online Assessment Criteria in Action: Task Design in Contrasting Tertiary Education Contexts. In C. Montgomerie & J. Viteli (Eds.), Proceedings of ED-MEDIA 2001--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 920-924). Norfolk, VA USA: Association for the Advancement of Computing in Education (AACE).
© 2001 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Helen Lam & Anshuman Khare, Athabasca University, Canada
International Journal on E-Learning Vol. 9, No. 2 (April 2010) pp. 229–250
Assessing Student Achievement and Progress with Online Examinations: Some Pedagogical and Technical Issues
Anshuman Khare & Helen Lam, Athabasca University, Canada
International Journal on E-Learning Vol. 7, No. 3 (July 2008) pp. 383–402
Janet Read, Gavin Sim, Peggy Gregory & Katie Taylor, University of Central Lancashire, United Kingdom
EdMedia + Innovate Learning 2004 (2004) pp. 707–712
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.