Supporting Writing for Assessment in Online Learning
Assessment & Evaluation in Higher Education Volume 30, Number 3, ISSN 0260-2938
This article explores some specific issues involved in online learning and assessment. It draws on data from a postgraduate course for professional educators, delivered globally online, and highlights the relationship between students' online discussion and their written assessed work, arguing that we need to focus on both of these in terms of the writing demands they make on students. In so doing it utilizes a theoretical framework which conceptualizes writing as contextualized social practice. The paper illustrates the complexity of the rhetorical demands being made on students in these new environments of teaching and learning and, in focusing on writing, complements present approaches to online learning which have, to date, tended towards collaborative and constructivist perspectives. The article highlights the relationship between pedagogy, technology and assessment. It concludes with a discussion of the design of an online writing resource to support student writers on this particular masters programme.
Goodfellow, R. & Lea, M.R. (2005). Supporting Writing for Assessment in Online Learning. Assessment & Evaluation in Higher Education, 30(3), 261-271.
Cited ByView References & Citations Map
John Milne, Eva Heinrich, David Morrison & David Morrison
Australasian Journal of Educational Technology Vol. 24, No. 5 (Jan 01, 2008)
Thomas Wolsey, Walden University, United States
International Journal on E-Learning Vol. 7, No. 2 (April 2008) pp. 311–329
Jin Mao, Penn State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 1696–1699
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