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ERIC Number: ED444030
Record Type: RIE
Publication Date: 1999
Pages: 229
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-7494-2878-3
ISSN: N/A
Assessing Open and Distance Learners. Open and Distance Learning Series.
Morgan, Chris; O'Reilly, Meg
This book is designed to help readers reflect upon their personal approaches to open and distance learning (ODL) assessment and to adapt their techniques to benefit learners. Part A explores issues and themes in ODL assessment. It examines key terms in assessment; the important relationship between assessment and learning; unique issues of assessment in open and distance contexts; and these recent trends in assessment and learning as they relate to open and distance learners: online or computer-based assessment, work-based assessment, self and peer assessment, and holistic and authentic assessments. Part B examines all aspects of the assessment process, including designing and communicating assessment tasks, marking and grading, creating dialogue through assessment, managing time, developing assessment policies, and evaluating assessment practices. Part C comprises innovative contemporary case studies from a range of educational institutions and countries loosely ordered around these key learning outcomes: thinking critically and making judgments; solving problems and developing plans; performing procedures and demonstrating techniques; managing and developing oneself; accessing and managing information; demonstrating knowledge and understanding; designing, creating, performing; and communicating. Appendixes contain a glossary; sample marking guide; clinical competence assessment criteria; 85 references; and index. (YLB)
Stylus Publishing, LLC, P.O. Box 605, Herndon, VA 20172-0605 (cloth: ISBN-0-7494-2875-9, $59.95; paper: ISBN-0-7494-2878-3, $29.95). Tel: 800-232-0223 (Toll Free).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Published by Kogan Page Limited.