Online Assessment, Measurement and Evaluation: Emerging PracticesRelease Date: July, 2005. Copyright © 2006. 343 pages.
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In Stock. Have it as soon as May. 27 with express shipping*. DOI: 10.4018/978-1-59140-747-8, ISBN13: 9781591407478, ISBN10: 1591407478, EISBN13: 9781591407492 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 May. 2013. 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). 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 May 22, 2013. doi:10.4018/978-1-59140-747-8
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  | | TopDescriptionOnline 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. TopTable of Contents and List of Contributors
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Reset | 1. |
David D. Williams (Brigham Young University, USA)
This chapter introduces an evaluation framework for interpreting online measurement and assessment as components of evaluation as an introduction to the other chapte...
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| 2. |
Paula B. Doherty (Peninsula College, USA)
The World Wide Web provides a unique and idiosyncratic environment for applied social research. Examining the context and culture of this environment can better info...
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| 3. |
Najmuddin Shaik (University of Illinois at Urbana-Champaign, USA)
Theories of student attrition based on Tinto’s Student Integration Model are limited in their ability to provide a comprehensive framework to design a computer-adapt...
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| 4. |
Krista Breithaupt (American Institute for CPAs, USA), Colla J. MacDonald (University of Ottawa, Canada)
This study compliments the theoretical work that led to the development of a new e-learning model, termed the Demand-Driven Learning Model (DDLM), and describes the...
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| 5. |
Susan J. Clark (Brigham Young University, USA), Christian M. Reiner (Purdue University, USA), Trav D. Johnson (Brigham Young University, USA)
Many institutions of higher education are considering the possibility of conducting student evaluations of teaching (course-ratings) online. Some campuses have alrea...
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| 6. |
Christopher D. Sessums (University of Florida, USA), Tracy A. Irani (University of Florida, USA), Ricky Telg (University of Florida, USA), T. Grady Robers (Texas A&M University, USA)
To enhance quality, faculty and student satisfaction, and learning outcomes, an academic working group comprising University of Florida faculty members proposed a pr...
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| 7. |
Faye L. Lesht (University of Illinois at Urbana-Champaigne, USA), Rae-Anne Montague (University of Illinois at Urbana-Champaign, USA), Vaughn J. Page (University of Illinois at Urbana-Champaign, USA), Najmuddin Shaik (University of Illinois at Urbana-Champaign, USA), Linda C. Smith (University of Illinois at Urbana-Champaign, USA)
Through case study, this chapter lends insight to ways online assessment can facilitate a holistic approach to the evaluation of distance education programs. In 2001...
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| 8. |
Ni Chang (Indiana University - South Bend, USA), Naomi Jeffery Petersen (Indiana University - South Bend, USA)
This chapter introduces cybercoaching, an emerging model of online formative assessment. This model emphasizes the process of development rather than a procedure for...
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| 9. |
Bruce L. Mann (Memorial University, Canada)
Two tests of validity were conducted with undergraduate education students on a method of online peer assessment called post and vote. Validity was determined by cal...
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| 10. |
Charles W. Peters (University of Michigan, USA), Patricia Ann Kenney (University of Michigan, USA)
In this chapter the authors describe how they have incorporated a constructivist view of learning into their approach to online assessment. The context of their disc...
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| 11. |
Roy Levy (University of Maryland, USA), John T. Behrens (Cisco Sytems Inc., USA), Robert J. Mislevy (University of Maryland, USA)
This chapter builds on foundational work on probabilistic frames of reference and principled assessment design to explore the role of adaptation in assessment. Asses...
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| 12. |
Valerie Ruhe (University of Maine, USA), Bruno D. Zumbo (University of British Columbia, USA)
Messick (1988) maintained that technology-based delivery methods would transform both our conceptions of teaching and learning, and also our methods for evaluating s...
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| 13. |
Jim Lee (CTB/McGraw-Hill, USA), Sylvia Tidwell-Scheuring (CTB/McGraw-Hill, USA), Karen Barton (CTB/McGraw-Hill, USA)
Online assessment, in its infancy, is likely to facilitate a variety of innovations in both formative and summative assessment. This chapter focuses on the potential...
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| 14. |
Smita Mathur (University of South Florida, USA), Terry Murray (State University of New York at New Paltz, USA)
This chapter addresses the issue of authentic assessment in an online, asynchronous educational environment. Initially, a definition of “authentic” is articulated. B...
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| 15. |
James B. Olsen (Alpine Media Corporation, USA)
Performance testing evaluates real-world tasks and skills with a test-display and response environment similar to, or identical with, the job environment. Performanc...
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| 16. |
Jennifer K. Holtz (DePaul University School for New Learning, USA), Barbara Radner (DePaul University School for New Learning, USA)
This chapter clarifies opportunities that colleges have to build teaching and assessment capacity. Development of assessments measuring true student ability requires...
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| 17. |
Deborah L. Schnipke (Virtual Psychometrics, LLC, USA), Kirk Becker (University of Illinois and Promissor, USA), James S. Masters (University of North Carolina at Greensboro and Promissor, USA)
Creating quality assessments typically requires the involvement of many people who require access to the item and test information, which is stored in repositories c...
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| 18. |
John C. Wise (The Pennsylvania State University, USA), Sang Ha Lee (The Pennsylvania State University, USA), Sarah E. Rzasa Zappe (The Pennsylvania State University, USA)
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 using the Internet...
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| 19. |
Julia M. Matuga (Bowling Green State University, USA)
The purpose of this chapter is to facilitate discussion regarding the contextualization of assessment and evaluation within online educational environments. Three ca...
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TopReviews 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)
TopAuthor(s)/Editor(s) BiographyDr. 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. TopIndicesERIC – Education Resources Information Center |
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