Assessing Open and Distance Learners
Most works on assessment assume a face-to-face teaching context. The few that don't, assume that assessment issues are largely generic and equally applicable in face-to-face, open or distance contexts. Unfortunately, reality is far removed from this generalized viewpoint and, as the authors of this book point out, once assessment is considered from the open or distance learner's perspective it becomes very apparent that new approaches to assessment have to be developed.
Written by practitioners in ODL for other practitioners, this is neither a book that preaches nor one that takes the abstract high ground. Offering concrete advice and evidence, it will help readers both to reflect upon their personal approaches to assessment and to adapt their techniques in order to benefit learners.
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Thinking about assessment
Assessment in open and distance contexts
Online technologies in open and distance assessment
Assessing learners in open and distance learning
Communicating assessment tasks
Marking and grading
Creating dialogue through assessment
Solving problems and developing plans
Performing procedures and demonstrating techniques
Managing and developing oneself
Accessing and managing information
Demonstrating knowledge and understanding
Designing creating performing
Appendix A Terms commonly used in assessment
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Abilities being assessed academic achieved activities additional comments aims analysis approach appropriate areas assessment items assessment schemes assessment tasks assignment Australia authentic assessment cent Charles Sturt University collaborative communication complete computer conferencing conferencing context course creative debate demonstrate dents dialogue discussion distance education distance learners e-mail encourage essay evaluation exam example experience face-to-face final focus grade identify individual interaction Internet issues judgements knowledge learning outcomes markers marking criteria ment methods module objectives online learning open and distance open learning opportunities peer practice presentation problem solving programme questions range reflection relevant role self-assessment self-directed semester skills Southern Cross University strategies Strengths and limitations student learning student-centred learning students are required study materials summative assessment teaching and learning technologies Terry Evans tion topic tutors understanding unit University videoconferencing workplace
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