Empowering learners to engage in their authentic online assessment

Lock, Jennifer V. and Redmond, Petrea (2015) Empowering learners to engage in their authentic online assessment. In: Assessment in online and blended learning environments. Information Age Publishing, Charlotte, NC, United States, pp. 21-38. ISBN 978-1681230450

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Abstract

The purpose of this chapter is to share an assessment practice that utilized an authentic online activity as both a learning activity and an assessment item. The assessment required students to identify their best contributions in the learning activity and submit those items for assessment. This shift in assessment required students to reflect on their learning, to identify evidence of their learning, and fostered further develop their metacognition skills. Gulikers, Bastiaens and Kirschner’s (2004) five-dimensional framework for authentic assessment was used to examine how authentic instruction and authentic assessment were aligned in the online activity. Three recommendations for research and practice are presented.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 24 Sep 2015 02:38
Last Modified: 08 Mar 2017 23:49
Uncontrolled Keywords: assessment, online, authentic assessment, authentic instruction, pre-service teachers
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
Socio-Economic Objective: C Society > 93 Education and Training > 9303 Curriculum > 930301 Assessment and Evaluation of Curriculum
URI: http://eprints.usq.edu.au/id/eprint/27152

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