Chris Morgan, Meg O'Reilly (Both Lecturers

Assessing Open and Distance Learners

• Broschiertes Buch

Produktbeschreibung

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Produktdetails

• Verlag: CRC Press
• Seitenzahl: 242
• Erscheinungstermin: 1. November 1999
• Englisch
• Abmessung: 234mm x 154mm x 19mm
• Gewicht: 386g
• ISBN-13: 9780749428785
• ISBN-10: 0749428783
• Artikelnr.: 20958822

Autorenporträt

Chris Morgan is lecturer and educational designers in the Teaching and Learning Centre at Southern Cross University, Australia. They work closely with academic and industry-based specialists to establish and ensure quality in open, distance and flexible learning programmes. Meg O'Reilly is lecturer and educational designers in the Teaching and Learning Centre at Southern Cross University, Australia. They work closely with academic and industry-based specialists to establish and ensure quality in open, distance and flexible learning programmes.

Inhaltsangabe

Series editor's foreword
Acknowledgements
Introduction
Part A: Issues and themes in open and distance assessment
1. Thinking about assessment
Negative themes
Positive themes
Making sense of our reflections
2. Key issues and terms in assessment
Explaining assessment
Purposes of assessment: formative and summative
Assessment: whose needs?
Assessment and the learning context
The grading game: norm and criterion referenced assessment
3. Assessment in open and distance contexts
Introduction
Open and distance learners' approaches to assessment
Opportunities for assessment in open and distance learning
Assessment and 'distance'
Assessment and 'openness'
Tensions in open and distance assessment
Key qualities of open and distance assessment
4. Online technologies in open and distance assessment
Introduction
Opportunities presented by online learning and assessment
Potential losses
Reconceptualizing our pedagogy
Part B: Assessing learners in open and distance learning
5. Designing assessment tasks
Introduction
Aligning assessment with objectives Selecting methods of assessment
Which assessment methods are appropriate for open and distance learning?
How much assessment is sufficient?
How long should an assessment be?
How should the assessments be spaced?
What value should be placed on each item?
Is the assessment practicable?
Are your assessments valid and reliable?
Are your assessment tasks authentic?
Are your assessments open and inclusive?
Conclusion
Designing assessment tasks
at a glance Further resources
6. Communicating assessment tasks
Communicating sufficient and clear information
Developing marking criteria
Moderating assessment tasks
7. Marking and grading
Introduction
Marking practices
Feedback on assignments
Marking turnaround time
Awarding grades
Authentication
8. Creating dialogue through assessment
Facilitating dialogue in open and distance learning
Making contact
Communicating empathetically
Communication breakdown
Encouraging self
management and self
direction
Developing communities of learners
Mentoring
Conclusion
9. Managing time
Finding the time to make change
Managing an assessment load Supporting learners to manage their time
10. Developing assessment policies
Whole
of
course approach to assessment Student appeal procedures
Extensions to assignments and special consideration
Marking practices
Plagiarism
11. Evaluating your assessment practices
Evaluation in open and distance settings
Purposes of evaluating assessment
Types and methods of evaluation
Conclusion
Part C: Case studies
1. Thinking critically and making judgements
1.1 Think
aloud protocols
1.2 Discussion among learners
1.3 Diary to the teacher
1.4 Analytical thinking
2. Solving problems and developing plans
2.1 Collaborative decision making and clinical problem solving
2.2 Creative problem solving and constructive autonomy
2.3 Integrated planning project
2.4 Developing consulting skills
3. Performing procedures and demonstrating techniques
3.1 Developing expertise in neonatal resuscitation
3.2 Dissecting rats and providing evidence
3.3 Developing competences in writing research proposals
4. Managing and developing oneself
4.1 Contract for personal change
4.2 Participation in open learning
4.3 Becoming an OZKidsConnect volunteer
4.4 Whole
of
course portfolio
5. Accessing and managing information
5.1 Delivering a scientific research paper to an audience of peers
5.2 Sharing development and discussion of case study method
5.3 Presenting an exhibit at an arts conference
5.4 Writing a proposal, researching and reporting findings
6. Demonstrating knowledge and understanding
6.1 Testing knowledge using online multiple choice quizzes
6.2 Reasoning and logic
6.3 Simultaneous off
and on
campus multiple choice tests
6.4 Mathematics self
assessment on CD ROM
7. Designing, creating, performing
7.1 Designing online training
7.2 Video report of artistic development in ceramics
7.3 Conference and Web site for a science community
7.4 Creating and appreciating photographic expression
8. Communicating
8.1 Oral communication and audiotape interview
8.2 Computer conferencing
8.3 International debate
8.4 Online collaboration
Appendix A Terms commonly used in assessment
Appendix B Sample marking guide
Appendix C Clinical competence assessment criteria
References
Index.