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Issues in Measuring Student Performance in Online Discussion
PROCEEDINGS

, University of Alabama at Birmingham, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The value of online discussions is well acknowledged. Online discussion has gained its popularity as a learning tool due to its easy access and flexibility of time and place. The most recent survey shows that currently one out of three college students is taking at least one online course. Although text-based online discussions make assessment of student contributions feasible, assessment of student performance remains a challenge. Online discussion offers unique affordances, which requires alignment of relevant assessment frameworks. Assessment is an integral component of student learning, directly impacting student performance. The general consensus at present is that traditional assessment frameworks still dominate the online learning environment, overlooking unique affordances of online discussion. Although various assessment rubrics exist, there is a growing concern regarding validity, fidelity and consistency of rubrics. This presentation will address these issues of online discussion assessment.

Citation

Wang, Y.m. (2013). Issues in Measuring Student Performance in Online Discussion. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (p. 1005). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 17, 2019 from .