: Assessment Strategies for Online Learning : Engagement and Authenticity by Jason Openo and Dianne Conrad (2018, Trade Paperback) at the best online prices at eBay! Services . Educational tests and measurements. 2. the instructor uses multiple sources for gathering information that would reveal a more accurate picture of learning progress as well as emphasizing the process of learning, not just the final product. 6. They are considered by some to be reductionist and narrow in their attempt to capture the breadth of learning in a succinct statement or two. Boston University Libraries. Garrison and Archer (2000) argue that properly constructed and applied learning outcomes align with a constructivist and collaborative learning environment. 1. Even more important than having criteria, however, is having students engage with criteria. Three or more references have been used appropriately.” Even here, there is room for subjectivity in the assessment of relevance, thoughtfulness, logic, and coherence. Abstract. Assessment Strategies for Online Learning: Engagement and Authenticity. ISSN 2013-9144 They are designed to actively engage students in their own learning by using real-life situations, requiring students to make connections and forge relationships between prior knowledge and skills, and allowing for multiple pathways for solutions and a diversity of perspectives (Moon, Brighton, Callahan, & Robinson, 2005). 41, No. These experiences should include “a diverse array of methods, including those that call for actual performance, using them over time to reveal change, growth, and increasing degrees of integration” (Astin et al, 1992). Learning is an active, constructive process. Reflective practice, accompanied by informative feedback, is essential to learning. Knowledge and skills are shaped in part by the particular contexts in which they are learned. (2004), assessment results include (a) a quality product or performance that students would be asked to produce in real life, (b) demonstration that permits making valid inferences about the underlying competencies, (c) multiple indicators of learning in order to come to fair conclusions, and (d) the expectation that students should defend their work to others to ensure that their apparent mastery is genuine. A useful strategy for this is a marking exercise where students use a rubric to mark an exemplar. In summary, Reeves, Herrington, and Oliver (2002) have written extensively on authentic activities in online learning contexts, and the table below provides 10 characteristics of online tasks and the opportunities that authenticity should afford students, along with supporting research. Similarly, Webb and Grib (1967) reported on six studies that compared student-led discussions with instructor-led discussions or lectures and found that there were significant differences in achievement test results that favoured the student-led discussions. Most of them can be easily adapted for distance learning. These principles of good practice suggest that successful assessment begins with issues of use and then focuses on the issues relevant to educators and learners. Defining the evaluation taking as an epicentre the reflection that the students do is to go to the heart of the educational question. One of the better examples of rigorously developed rubrics are the 16 VALUE rubrics (Valid Assessment of Learning in Undergraduate Education) developed by the American Association of Colleges and Universities as part of the Liberal Education and America’s Promise initiative from 2007 to 2009. However, all too often, rubrics are developed as a required add-on to assignments and follow a template that is generic, vague, and in its vagueness, open to the usual degree of subjectivity exercised by the marker of the assignment. (2004) maintain that, for fairness and efficacy, it is important for teachers to set criteria and make them explicit and transparent to learners. 600-603. In addition to providing feedback, the constructivist approach that we have espoused requires that students actively engage with the feedback. Authentic assessments, especially in blended and online learning contexts, encourage students to take a deep approach to learning, provide necessary alignment for faculty to better determine the quantity and quality of student learning, and provide institutions with the evidence necessary to respond to external pressures regarding their ability to measure student learning outcomes. 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