In the same criticism, Dron accuses learning outcomes of trying to bridge the gap between “knowing how” and “knowing that” (p. 296). 1. The most useful type of feedback is timely, detailed, and precise so that it can support learning. Although some research argues that feedback is the most important factor in affecting future learning and student performance (Hattie, 1987; Black & Wiliam, 1998; Rust et al., 2005), other educators hold, perhaps more cynically, that the final grade is the telling factor for learners. What does it mean to write, in a rubric: “Learners will demonstrate a high degree of comprehension of subject matter?” Similarly, consider this longer and more detailed rubric: “Content/ideas are thoughtful, relevant and presented clearly and. Assessment Strategies for Online Learning: Engagement and Authenticity. Following this notion, the collaboration of learners with the instructor in the creation of rubrics supports constructivist thinking and fosters the building of community within the learning group. al., 2003), and one of the great complaints by students of the reading of their assignments is that feedback is sparse or more confirmatory than explanatory. Feedback, as a tool, is considered separately below, as it occurs post-assessment. Within the CoI framework, assessment is part of “teaching presence,” the unifying force that “brings together the social and cognitive processes directed to personally. (2018). Dron (2007) is highly critical: “Worse still, learning outcomes are fuzzy, context-related, and dubious constructs, at best and, at worst, absolutely meaningless” (p. 296). Dron’s contention, and the ability of prior learning processes to address this concern, are discussed in Chapter 5. To obtain permission for uses beyond those outlined in the Creative Commons license, please contact AU Press, Athabasca University, at. Constructivist pedagogies of active, interactive, and collaborative learning have proven effective in aiding student learning, so that, in recent years, positivist approaches to education and learning that objectified learning have ceded place to constructivist views. Constructivists emphasize the importance of creating meaning from personal experience and divergent thinking, and believe that many of the problems in current assessment practice can be overcome using a social-constructivist approach. Offer real-life rewards for successful training and improved performance Most of them can be easily adapted for distance learning. PDF | On May 10, 2020, Abdulvahap Sönmez published BOOK REVIEW Assessment Strategies for Online Learning Engagement and Authenticity Written by Dianne Conrad … Feedback and Critique: Keeping the Learning Cycle Turning, Another important consideration in designing authentic assessments is planning for formative assessment and feedback. Though there’s something to be said for old-fashioned paper and pencil methods, new technologies are evolving daily to assist teachers with this task. The assessment procedures relate to authenticity, practicality, reliability, validity and wash back, and are considered the basic principles of assessment in foreign language teaching and learning. Gruber and Weitman (1962), for example, found that students who engaged in small discussion groups without a teacher not only did at least as well on a final examination as those students who sat in on the teacher’s lecture but also surpassed their peers in curiosity (as measured by question-asking behaviour) and in their interest in educational psychology. See all formats and editions Hide other formats and editions. Herrington, Oliver, and Reeves (2006) suggest that authentic tasks support the learner by providing a meaningful context, enhancing motivation, supporting metacognitive development, and promoting transferability of learning. Physical context accounts for the relationship between where we are and how we do something. Social. The opportunity for online education brings about new consider-ations in assessment. PDF (Français (Canada)) ... 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