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Distributed for Athabasca University Press

Assessment Strategies for Online Learning

Engagement and Authenticity

Assessment has provided educational institutions with information about student learning outcomes and the quality of education for many decades. But has it informed practice and been fully incorporated into the learning cycle? Conrad and Openo argue that the potential inherent in many of the new learning environments being explored by educators and students has not been fully realized. In this investigation of a variety of assessment methods and learning approaches, the authors aim to discover the tools that engage learners and authentically evaluate education. They 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 face-to-face assessment while exploring evaluation tools made available by a digital learning environment in the hopes of arriving at methods that capture the widest set of learner skills and attributes.


Table of Contents

Preface

1 A framework for assessment in online learning: The big picture

2 The contribution of principles of adult education to online learning and assessment

3 What do you believe? The importance of your beliefs about teaching and learning in online assessment

4 Authentic, engaging, and quality assessment

5 Assessment using e-portfolios, journals, projects, and group work

6 Alternative assessments, flexible learning, badges, and accreditation: The age of “open”

7 Planning an assessment and evaluation strategy – authentically

8 Blended learning, flexible learning, flipped learning, social media, and assessment

9 A few words on self-assessment

10 Final words

Appendix: Reflections from the field with contributions by: Stephen Downes, Ellen Rose, Terry Anderson, Archie Zariski, Beth Perry, Julie Shattuck, Dianne Conrad, Rory McGreal, Lisa Marie Blaschke, Gürhan Durak, Noam Ebner, Susan Bainbridge, and Jon Dron

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