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ERIC Number: EJ1127645
Record Type: Journal
Publication Date: 2014
Pages: 6
Abstractor: As Provided
Reference Count: 7
ISBN: N/A
ISSN: ISSN-2159-0281
Classroom Assessment Techniques: A Literature Review
DiCarlo, Kristen; Cooper, Lori
Journal of Instructional Research, v3 p15-20 2014
Effective classroom assessment techniques are directly linked to course objectives and proposed outcomes. Results within formative and summative assessments have been studied in the online learning environment as educators seek to meet objectives with respect to student success in the non-traditional setting. Online classroom assessment techniques should reflect pedagogy, while measuring the application of new knowledge and learning objectives set forth by the curriculum. The purpose of this literature review is to present the goals, findings, limitations, and recommendations associated with various studies regarding classroom assessments techniques and their effectiveness in the online classroom. The question posed is whether or not classroom assessment techniques in the online classroom can be effective. Included herein is a literature review of existing studies to provide insight on the effectiveness of classroom assessment techniques in the online environment.
Center for Innovation in Research and Teaching at Grand Canyon University. 3300 West Camelback Road, Phoenix, AZ 85017. Tel: 602-639-6729; e-mail: cirt@gcu.edu; Web site: http://www.instructionalresearch.com
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A