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Online Assessment, Measurement and Evaluation: Emerging Practices
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Online Assessment, Measurement and Evaluation: Emerging Practices

Release Date: July, 2005. Copyright © 2006. 343 pages.
ISBN13: 9781591407478|ISBN10: 1591407478|EISBN13: 9781591407492|
DOI: 10.4018/978-1-59140-747-8
Cite Book

MLA

Williams, David, Mary Hricko, and Scott L. Howell. "Online Assessment, Measurement and Evaluation: Emerging Practices." IGI Global, 2006. 1-343. Web. 22 Nov. 2014. doi:10.4018/978-1-59140-747-8

APA

Williams, D., Hricko, M., & Howell, S. L. (2006). Online Assessment, Measurement and Evaluation: Emerging Practices (pp. 1-343). Hershey, PA: IGI Global. doi:10.4018/978-1-59140-747-8

Chicago

Williams, David, Mary Hricko, and Scott L. Howell. "Online Assessment, Measurement and Evaluation: Emerging Practices." 1-343 (2006), accessed November 22, 2014. doi:10.4018/978-1-59140-747-8

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Description

Online Assessment, Measurement and Evaluation: Emerging Practices provides a view of the possibilities and challenges facing online educators and evaluators in the 21st Century.

As technology evolves and online measurement and assessment follow, Online Assessment, Measurement and Evaluation: Emerging Practices uses established evaluation principles to employ new tools in evaluation systems that support stakeholders, clarify values and definitions of the evaluation methods, encourage thought about important questions, and refresh the readers' memories of contexts and backgrounds. This book also adheres to evaluation standards of feasibility, propriety, utility, and accuracy in order to help participants realize that technical issues and methods are only worthwhile when they are in the service of helping people make thoughtful choices.

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Table of Contents and List of Contributors

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Chapter 1
David D. Williams
This chapter introduces an evaluation framework for interpreting online measurement and assessment as components of evaluation as an introduction to... Sample PDF
Measurement and Assessment Supporting Evaluation in Online Settings
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Chapter 2
Paula B. Doherty
The World Wide Web provides a unique and idiosyncratic environment for applied social research. Examining the context and culture of this... Sample PDF
The Context and Culture of the Web Research Environment
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Chapter 3
Najmuddin Shaik
Theories of student attrition based on Tinto’s Student Integration Model are limited in their ability to provide a comprehensive framework to design... Sample PDF
Computer-Adaptive Online Exit Surveys: Conceptual and Methodological Issues
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Chapter 4
Krista Breithaupt, Colla J. MacDonald
This study compliments the theoretical work that led to the development of a new e-learning model, termed the Demand-Driven Learning Model (DDLM)... Sample PDF
Qualitative Standards for E-Learning: The Demand-Driven Learning Model
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Chapter 5
Susan J. Clark, Christian M. Reiner, Trav D. Johnson
Many institutions of higher education are considering the possibility of conducting student evaluations of teaching (course-ratings) online. Some... Sample PDF
Online Course-Ratings and the Personnel Evaluation Standards
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Chapter 6
Christopher D. Sessums, Tracy A. Irani, Ricky Telg, T. Grady Robers
To enhance quality, faculty and student satisfaction, and learning outcomes, an academic working group comprising University of Florida faculty... Sample PDF
Case Study: Developing a University-Wide Distance Education Evaluation Program at the University of Florida
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Chapter 7
Faye L. Lesht, Rae-Anne Montague, Vaughn J. Page, Najmuddin Shaik, Linda C. Smith
Through case study, this chapter lends insight to ways online assessment can facilitate a holistic approach to the evaluation of distance education... Sample PDF
Online program Assessment: A Case Study of the University of Illinois at Urbana-Champaign Experience
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Chapter 8
Ni Chang, Naomi Jeffery Petersen
This chapter introduces cybercoaching, an emerging model of online formative assessment. This model emphasizes the process of development rather... Sample PDF
Cybercoaching: An Emerging Model of Personalized Online Assessment
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Chapter 9
Bruce L. Mann
Two tests of validity were conducted with undergraduate education students on a method of online peer assessment called post and vote. Validity was... Sample PDF
Testing the Validity of the Post and Vote Model of Web-Based Peer Assessment
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Chapter 10
Charles W. Peters, Patricia Ann Kenney
In this chapter the authors describe how they have incorporated a constructivist view of learning into their approach to online assessment. The... Sample PDF
Online Assessment in a Teacher Education Program
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Chapter 11
Roy Levy, John T. Behrens, Robert J. Mislevy
This chapter builds on foundational work on probabilistic frames of reference and principled assessment design to explore the role of adaptation in... Sample PDF
Variations in Adaptive Testing and Their Online Leverage Points
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Chapter 12
Valerie Ruhe, Bruno D. Zumbo
Messick (1988) maintained that technology-based delivery methods would transform both our conceptions of teaching and learning, and also our methods... Sample PDF
Using Messicks Framework to Validate Assessment Tasks in Online Environments: A Course in Writing Effectively for UNHCR
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Chapter 13
Jim Lee, Sylvia Tidwell-Scheuring, Karen Barton
Online assessment, in its infancy, is likely to facilitate a variety of innovations in both formative and summative assessment. This chapter focuses... Sample PDF
Online Assessment and Instruction Using Learning Maps: A Glimpse into the Future
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Chapter 14
Smita Mathur, Terry Murray
This chapter addresses the issue of authentic assessment in an online, asynchronous educational environment. Initially, a definition of “authentic”... Sample PDF
Authentic Assessment Online: A Practical and Theoretical Challenge in Higher Education
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Chapter 15
James B. Olsen
Performance testing evaluates real-world tasks and skills with a test-display and response environment similar to, or identical with, the job... Sample PDF
Performance Testing: Validity Issues and Design Considerations for Online Testing
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Chapter 16
Jennifer K. Holtz, Barbara Radner
This chapter clarifies opportunities that colleges have to build teaching and assessment capacity. Development of assessments measuring true student... Sample PDF
Assessment and College Progress: Capacity Building Through Formative Summative Program Evaluation
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Chapter 17
Deborah L. Schnipke, Kirk Becker, James S. Masters
Creating quality assessments typically requires the involvement of many people who require access to the item and test information, which is stored... Sample PDF
Evaluating Content-Management Systems for Online Learning Programs
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Chapter 18
John C. Wise, Sang Ha Lee, Sarah E. Rzasa Zappe
This chapter describes the experiences of a team of researchers in the College of Engineering at Penn State who have spent the past several years... Sample PDF
Learning by Doing: Four Years of Online Assessments in Engineering Education Research
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Chapter 19
Julia M. Matuga
The purpose of this chapter is to facilitate discussion regarding the contextualization of assessment and evaluation within online educational... Sample PDF
The Role of Assessment and Evaluation in Context: Pedagogical Alignment, Constraints, and Affordances in Online Courses
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Reviews and Testimonials

This competent overview of possible strategies in the field is presented in a set of research and discussion chapters separately written by different groups of qualified US academics, who are knowledgeable and also able to write in clear, well-structured styles. "The book is a treasure trove of ideas for persons already active in the area. It is, overall, a very interesting browse with ample depth for further study."

– Anita Pincas, University of London, for the Higher Education Academy, Information and Computer Sciences

By focusing his editorial efforts on higher education settings, Williams creates a snapshot in time of where online assessment efforts are headed. This gives anyone currently wondering how to evaluate their own programs several viable models to replicate. [The Online Assessment and Measurement] books have a place in the literature of education and deserve to be read. There are many good ideas raised in these books that should be highlighted and learned from."

– Kris Veldheer, Graduate Theological Union, USA, in Education Libraries Volume 29, Number 1 (Summer 2006)

This book has much to offer online teachers and course developers

– British Journal of Educational Technology Volume 38, Number 4 (2007)
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Author(s)/Editor(s) Biography

Dr. David Dwayne Williams is an Associate Professor in the Department of Instructional Psychology and Technology, in the David O. McKay School of Education at Brigham Young University in Provo, Utah, USA. Dr. Williams has conducted a wide variety of educational evaluations throughout the world. His research interests include cross-cultural evaluation issues, evaluation in schools and universities, evaluation of technology-based teaching and learning, and philosophical, cultural, and moral foundations of evaluation. He received his PhD at the University of Colorado, Boulder in Research and Evaluation Methodology, MS in Educational Leadership- specializing in evaluation at Western Michigan University, and a BA in University Studies at Brigham Young University.
Mary Hricko Ph.D., is an Associate Professor, Library & Media Services at Kent State University. She is currently the library director at the KSU Geauga Campus where she provides curricular support and technology training for faculty, staff, and students. She has participated in training programs at the Center for Distance Learning Research at Texas A&M and holds a certification in distance education administration. In addition to her research in Web accessibility, information literacy, and instructional technologies, she has published several articles and presented several papers on the role of academic support services in distance education. Prof. Hricko is the editor of the book “Design and Implementation of Web-Enabled Teaching Tools”, 2003, Information Science Publishing.
Scott L. Howell is the assistant to the dean for the Division of Continuing Education at Brigham Young University (BYU).  He assisted BYU in launching its online learning and assessment initiative (1999-2003) as the Director of a new Center of Instructional Design (CID).  Dr. Howell is widely published and respected for his work in distance education and online assessment.  He received his PhD in instructional science specializing in assessment and measurement, MS in community education, and BS in business management. 
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Indices

ERIC – Education Resources Information Center