Location of Repository

On-line assessment for e-learning: options and opportunities

By Terence Karran, Timo Latomaa, Juha Pohjonen, Merja Ruotsalainen and Jyrki Pulkkinen

Abstract

The desire to produce educational multi-media packages of ever greater sophistication is such that other, more problematic, elements of e- or on- line learning receive less attention by academics and courseware developers alike. One such problematic area is that of assessment, which is surprising, as e-learning assessment procedures are more critical in defining the learning that takes place. However, because e-learning can create a much richer, more varied active learning experience than would normally occur via the passive didactic teaching mode currently utilised in most universities and centred on the use of the lecture, it also has the potential to provide new and innovative assessments modes and systems. The extent to which the potential of innovatory assessment is realised via e-learning depends on two factors. First, the level of computer component and interactivity utilised in elearning. Second, the attitude of academic staff towards their teaching role, and, more specifically, how they operate within an elearning environment. The speed of the development in online technologies and techniques is such that the information given here will not provide all the answers, it should, nevertheless, enable some of the correct questions to be pose

Topics: X340 Academic studies in Tertiary Education
Publisher: University of Oulu
Year: 2004
OAI identifier: oai:eprints.lincoln.ac.uk:1610

Suggested articles

Preview

Citations

  1. (2001). All that glitters is not gold: Online delivery of education and training,
  2. (1999). Assessing students on-line’, viewed 8th
  3. (2002). Assessment and Online Teaching (Version 1.00), Australian Flexible Learning Framework Quick Guides series, Australian National Training Authority
  4. (2002). Assessment and Online Teaching (Version 1.00), Australian Flexible Learning Framework Quick Guides series, Australian National Training Authority,
  5. (2002). Assessment Issues on a Web-based Course”, Assessment doi
  6. (1999). Assessment Online" Assessment On-line Symposium, Learning and Teaching Services,
  7. (2002). Canadian Recommended E-learning Guidelines, (CanREGs), prepared for Community Association for Community Education and the Office of Learning Technologies of Human Resources Development Canada.,
  8. (2000). Flexible assessment for flexible delivery: On-line examinations that beat the cheats’, paper presented at Moving Online Conference,
  9. (2000). Getting to Grips with Online Delivery,
  10. (2001). Good practice in online education and assessment,
  11. Institut für Fernstudienforschung, FernUniversität in Hagen,
  12. (1992). Learning to Teach in Higher Education. doi
  13. (1994). Management of Teaching and Learning: Towards change in universities,
  14. (2000). Online assessment techniques for Indigenous learners”, paper presented at The Biennial Australian Indigenous Education Conference, Fremantle,
  15. (2001). Quality In Online Delivery: What Does It Mean For Assessment
  16. (2000). Quality On The Line The Quality Benchmarks For Success
  17. (1997). Recommendations For Managing The Implementation Of Computer Aided Assessment”,
  18. (2001). Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses. ” The Technology Source, March/April
  19. (2000). Shift happens: Online education as a new paradigm in learning”, doi
  20. (1999). Telematics-Supported Education for Traditional Universities in Europe’, Performance Improvement Quarterly, doi
  21. (2003). Test and Evaluation of a Course Designed for Mobile Learning: Student Usage”
  22. (2000). The Ideal Online Course”, doi
  23. (2000). The struggle for balance in the use of quantitative and qualitative online assessment tasks’,
  24. (1997). Which is more frustrating: achieving institutional change or herding cats?’,
  25. Working Paper: Information And Communication Technologies
  26. (1992). Working Party of the Committee of Scottish University Principals,

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.