Literaturnachweis - Detailanzeige
Autor/inn/en | Kerka, Sandra; Wonacott, Michael E. |
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Institution | ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. |
Titel | Assessing Learners Online. Practitioner File. |
Quelle | (2000), (14 Seiten)
PDF als Volltext |
Reihe | ERIC Publications |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Leitfaden; Adult Education; Adult Learning; Adult Students; Career Education; Comparative Analysis; Computer Uses in Education; Courseware; Distance Education; Educational Practices; Educational Principles; Educational Quality; Evaluation Criteria; Evaluation Methods; Feedback; Formative Evaluation; Guidelines; Informal Assessment; Interaction; Internet; Lifelong Learning; Mentors; Online Systems; Postsecondary Education; School Security; Student Evaluation; Teacher Role; Teacher Student Relationship; Testing; Tests; Vocational Education; World Wide Web Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Arbeitslehre; Computernutzung; Lernsoftware; Distance study; Distance learning; Fernunterricht; Bildungspraxis; Bildungsprinzip; Quality of education; Bildungsqualität; Richtlinien; Interaktion; Life-long learning; Lebenslanges Lernen; Online; Post-secondary education; Tertiäre Bildung; Schulnote; Studentische Bewertung; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Testdurchführung; Testen; Examination; Prüfung; Examen; Ausbildung; Berufsbildung; World Wibe Web |
Abstract | This document examines issues and techniques related to assessment of online learning for adult, career, and vocational education. The document begins with an overview of the disadvantages of assessing at a distance and the issue of security in the online environment. The following aspects of continuous assessment are discussed: characteristics (careful, systematic, and planned); issues (pacing, feedback, and learning quality); and types of continuous assessment activities (ungraded activities and feedback built into study materials; self-assessment quizzes and tests; formal feedback on assignments from instructors, peers, or workplace colleagues or mentors; informal dialogues with instructors, peers, and others; and ungraded tests that prepare learners for graded assessment). Presented next are guidelines for making online assessment interactive by taking actions such as the following: comparing learner answers with correct answers and giving feedback; recommending remediation; and showing Web pages with more information on missed questions. The following activities of effective instructors in online assessment environments are considered: acting as a coach, mentor, and facilitator; communicating information; providing timely feedback; and being a team member. The advantages, disadvantages, and examples of the following forms of assessment are detailed: case studies; discussions; microworlds/simulations; electronic portfolios; and self-assessments. The bibliography contains 45 references. (MN) |
Anmerkungen | For full text: http://www.ericacve.org/fulltext.asp. |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |