Assessment Strategies for the On-line Class: From Theory to Practice

Author: Anderson, Rebecca S., John F. Bauer, Bruce W. Speck, eds.
Publisher: Jossey-Bass, San Francisco, CA
ISBN: 0787963437
Table of Contents: ch. 1 Learning-Teaching-Assessment Paradigms and the On-Line Classroom (Bruce W. Speck): Professors need to engage in rigorous design and assessment of on-line learning just as they would in face-to-face and printed materials, grounding their decisions in solid pedagogical theory and practice.

ch. 2 What Professors Need to Know About Technology to Assess On-Line Student Learning (Marshall G. Jones, Stephen W. Harmon): There is much movement in the direction of on-line learning, but it is important to consider the nature of on-line courses and the extent to which that nature determines what is done by instructors and students.

ch. 3 Assessing Student Work from Chatrooms and Bulletin Boards (John F. Bauer): An advantage of on-line learning is that it can provide a permanent record of student participation in discussions. The question addressed in this chapter is how to assess that participation fairly and objectively.

ch. 4 Assessing Students Written Projects (Robert Gray): Because so much of student work on-line is done in written format, it is important for instructors to know how to evaluate writing and how to take advantage of the technology to do it.

ch. 5 Group Assessment in the On-Line Learning Environment (John A. Nicolay): Just as group work is becoming more and more prevalent in college classrooms, it is also a growing part of on-line learning. This chapter provides five principles for assessing group work on-line.

ch. 6 Assessing Field Experiences (Jane B. Puckett, Rebecca S. Anderson): In professional preparation programs that feature a great deal of fieldwork, can on-line formats be used to monitor and assess student work?

ch. 7 Enhancing On-Line Learning for Individuals with Disabilities (James M. Brown): One of the advantages of on-line instruction is that it provides access for students who would not normally be able to participate in many course activities. This chapter provides guidelines on how to take advantage of this feature.

ch. 8 Assessing E-Folios in the On-Line Class (Mark Canada): On-line instruction provides an excellent opportunity for students to create and publish on-line portfolios of their work. This method of assessment is just beginning to make inroads into the on-line environment.

ch. 9 Preparing Students for Assessment in the On-Line Class (Michele L. Ford): Just as instructors are adapting to new technologies, students must adjust their thinking about teaching and learning. This chapter provides suggestions about how to help students make the transition to on-line assessment.

ch. 10 Assessing the On-Line Degree Program (Joe Law, Lory Hawkes, Christina Murphy): As more programs are offered on-line, it is important that institutions maintain the quality of those offerings. This chapter describes guidelines for assessing the integrity and quality of such degrees.

ch. 11 Assessing the Usability of On-Line Instructional Materials (Brad Mehlenbacher): In addition to the quality of the content and instructional method, a number of other considerations are useful in assessing whether on-line materials will be effective. This chapter covers a wide range of criteria for instructor use in this task.

ch. 12 Epilogue: A Cautionary Note About On-Line Assessment (Richard Thomas Bothel): Not all instructors are enthusiastic about the movement toward on-line learning. This chapter raises some concerns that should be addressed now.

INDEX

Addresses the kinds of questions that instructors need to ask themselves as they begin to move at least part of their students' work to an on-line format. The chapters present an initial overview of the need for evaluating students' on-line work with the same care that instructors give to the students' work in hard-copy format; what an instructor needs to know about the technology, a discussion of alternative instructional formats such as group work and fieldwork; as well as participation in chatrooms and threaded discussions. Two chapters address curricular issues and the value of on-line learning as a supplement to more traditional instructional formats. The issues explored here will help guide instructors who are considering using on-line learning in conjunction with their regular classes, as well as those interested in going totally on-line.

This is the 91st volume in the Jossey-Bass quarterly series New Directions for Teaching and Learning. (From the Publisher)