ASSESSING LEARNING DURING EMERGENCY REMOTE EDUCATION
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Published
May 21, 2021
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Abstract
The authors discuss the applicability of common assessment types used in online instruction to the context of emergency remote education. Written assignments, online discussions, fieldwork, tests and quizzes, presentations, and e-portfolios are specifically addressed. The discussion includes the concepts of synchronous versus asynchronous assessments and issues related to academic integrity. The authors conclude by noting that empathy and radical flexibility are integral to assessment in emergency remote education.
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Cleveland-Innes, M., & Ally, M. (2004). Affective learning outcomes in workplace training: A test of synchronous vs. asynchronous online learning environments. Canadian Journal of University Continuing Education, 30(1), 15-35. Retrieved from https://journals.library.ualberta.ca/cjuce-rcepu/index.php/cjuce-rcepu/article/view/20052
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Delmas, P.M. (2017). Using VoiceThread to create community in online learning. TechTrends 61(6), 595–602. doi: 10.1007/s11528-017-0195-z
Devine, J.L., Bourgault, K.S. & Schwartz, R.N. (2020). Using the online capstone experience to support authentic learning. TechTrends, 64(4), 606–615. doi: 10.1007/s11528-020-00516-1
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Ellis, C., van Haeringen, K., Harper, R., Bretag, T., Zucker, I., McBride, S., …Saddiqui, S. (2020). Does authentic assessment assure academic integrity? Evidence from contract cheating data. Higher Education Research & Development, 39(3), 454-469. doi: 10.1080/07294360.2019.1680956
Farrell, O. (2020). From portafoglio to eportfolio: The evolution of portfolio in higher education. Journal of Interactive Media in Education, 2020(1), 1-14. doi: 10.5334/jime.574
Fawns, T., & Ross, J. (2020, June 3). Spotlight on alternative assessment methods: Alternatives to exams [Teaching Matters Blog]. Retrieved from https://www.teaching-matters-blog.ed.ac.uk/spotlight-on-alternative-assessment-methods-alternatives-to-exams/
Fiorella, L., & Mayer, R. E. (2016). Eight ways to promote generative learning. Educational Psychology Review, 28(4), 717-741. doi: 10.1007/s10648-015-9348-9
Fishman, T. (Ed.) (2014). The fundamental values of academic integrity (2nd ed). The International Center for Academic Integrity. Retrieved from https://www.academicintegrity.org/wp-content/uploads/2017/12/Fundamental-Values-2014.pdf
Flaherty, C. (2020, April 29). Zoom boom. Inside Higher Ed.com. Retrieved from: https://www.insidehighered.com/news/2020/04/29/synchronous-instruction-hot-right-now-it-sustainable
Fougt, S. S., Misfeldt, M., & Shaffer, D. W. (2019). Realistic Authenticity. Journal of Interactive Learning Research, 30(4), 477-504.
Garrison, D. R. (2002). Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition. Elements of Quality Online Education: Practice and Direction, 4(1), 47-58.
Gerido, L., & Curran, M. C. (2014). Enhancing science instruction through student-created PowerPoint presentations. The American Biology Teacher, 76(9), 627-631. doi: 10.1525/abt.2014.76.9.10
Grajek, S. (2020, April 3). EDUCAUSE COVID-19 QuickPoll results: Help for students. EDUCAUSE Review. Retrieved from https://er.educause.edu/blogs/2020/4/educause-covid-19-quickpoll-results-help-for-students
Hanke, U. (2012). Generative Learning. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning. Boston, MA, US: Springer. doi: 10.1007/978-1-4419-1428-6_171
Harmon, O. R., Lambrinos, J., & Buffolino, J. (2010). Assessment design and cheating risk in online instruction. Online Journal of Distance Learning Administration, 13(3). Retrieved from https://www.westga.edu/~distance/ojdla/Fall133/harmon_lambrinos_buffolino133.html
Harton, H. C., Aladia, S., & Gordon, A. (2019). Faculty and student perceptions of cheating in online vs. traditional classes. Online Journal of Distance Learning Administration, 22(4). Retrieved from https://www.westga.edu/~distance/ojdla/winter224/hartonaladiagordon224.html
Hew, K. F., & Cheung, W. S. (2012). Student participation in online discussions: Challenges, solutions, and future research. Springer Science & Business Media. doi: 10.1007/978-1-4614-2370-6
Hodges, C. B., & Brill, J. M. (2007). Developing a training program for instructional assistants within a large-scale emporium-based environment: A nine-year evolution towards systemic change. International Journal of Teaching & Learning in Higher Education, 19(1). Retrieved from http://www.isetl.org/ijtlhe/pdf/IJTLHE161.pdf
Hodges, C.B., & Cowan, S.F. (2012). Preservice teachers’ views of instructor presence in online courses. Journal of Digital Learning in Teacher Education, 28(4), 139-145. doi: 10.1080/21532974.2012.10784694
Hodges, C.B., & Folwer, D.J. (2020). The COVID-19 Crisis and faculty members in higher education: From emergency remote teaching to better teaching through reflection. Multidisciplinary Perspectives in Higher Education. 5(1), 118-122.
Hodges, C.B., Moore, S.L., Lockee, B.B., Bond, M.A., & Jewett, A. (2020). An instructional design process for emergency remote teaching. In D. Burgos, A. Tlili, & A. Tabacco (Eds.), Radical solutions for education in a crisis context. Lecture Notes in Educational Technology (pp.37-51). Singapore: Springer Nature. doi: 10.1007/978-981-15-7869-4_3
Hrastinski, S. (2008). Asynchronous & synchronous e-learning. EDUCAUSE Quarterly, 31(4). 51-55. Retrieved from https://er.educause.edu/-/media/files/article-downloads/eqm0848.pdf
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5), 564-569. doi: 10.1007/s11528-019-00375-5
Kearns, L. R. (2012). Student assessment in online learning: Challenges and effective practices. Journal of Online Learning and Teaching, 8(3), 198-208. Retrieved from https://jolt.merlot.org/vol8no3/kearns_0912.pdf
Kenyon, A. (2020, March 3). Online student presentations. Duke Learning Innovation. Retrieved from https://learninginnovation.duke.edu/blog/2020/03/online-student-presentations/
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Kocdar, S., Karadeniz, A., Peytcheva-Forsyth, R., & Stoeva, V. (2018). Cheating and plagiarism in e-assessment: Students’ perspectives. Open Praxis, 10(3), 221-235. doi: 10.5944/openpraxis.10.3.873
Kubiszyn, T., & Borich, G.D. (2016). Educational testing and measurement (11th ed.). Hoboken, NJ, US: Wiley.
Lederman, D. (2020, July 22). Best way to stop cheating in online courses? ‘Teach better’. Inside Higher Ed. Retrieved from https://www.insidehighered.com/digital-learning/article/2020/07/22/technology-best-way-stop-online-cheating-no-experts-say-better
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