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Online Assessment Criteria in Action: Task Design in Contrasting Tertiary Education Contexts
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, University of Western Australia, Australia ; , 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

Abstract

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.

Citation

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). Retrieved November 18, 2019 from .

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