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Assessment strategies for online learning : engagement and authenticity

Author: Dianne Conrad; Jason Openo
Publisher: Edmonton, AB : AU Press, Athabasca University, [2018] ©2018
Series: Issues in distance education series.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
"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  Read more...
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Genre/Form: Electronic books
Évaluation
Additional Physical Format: Print version:
Conrad, Dianne.
Assessment strategies for online learning.
Edmonton, AB : AU Press, [2018]
(OCoLC)1011008774
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Dianne Conrad; Jason Openo
ISBN: 9781771992336 1771992336 9781771992343 1771992344 9781771992350 1771992352
OCLC Number: 1046065853
Description: 1 online resource
Contents: The big picture : a framework for assessment in online learning --
The contribution of adult education principles to online learning and assessment --
What do you believe? The importance of beliefs about teaching and learning in online assessment --
Authenticity and engagement : the question of quality in assessment --
Assessment using e-portfolios, journals, projects, and group work --
The age of "open" : alternative assessments, flexible learning, badges, and accreditation --
Planning an assessment and evaluation strategy, authentically --
Flexible, flipped, and blended : technology and new possibilities in learning and assessment --
A few words on self-assessment --
Summing up --
Appendix. Other voices : reflections from the field.
Series Title: Issues in distance education series.
Responsibility: Dianne Conrad and Jason Openo.
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Abstract:

Conrad and Openo insist that moving to new learning environments, specifically those online and at a distance, afford opportunities for educators to adopt only the best practices of traditional  Read more...

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The importance of beliefs about teaching and learning in online assessment -- Authenticity and engagement : the question of quality in assessment -- Assessment using e-portfolios, journals, projects, and group work -- The age of \"open\" : alternative assessments, flexible learning, badges, and accreditation -- Planning an assessment and evaluation strategy, authentically -- Flexible, flipped, and blended : technology and new possibilities in learning and assessment -- A few words on self-assessment -- Summing up -- Appendix. Other voices : reflections from the field.<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\nschema:description<\/a> \"\"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. 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