Any activities that allow students to put into practice the knowledge and skills acquired through the study material. These activities include case studies, exercises, quizzes, tests, laboratories, simulations, and so forth.
Published in Chapter:
Education and E-Learning Evaluation and Assessment
Emilio Lastrucci (University of Basilicata, Italy), Debora Infante (University of Basilicata, Italy), and Angela Pascale (University of Basilicata, Italy)
Copyright: © 2009
|Pages: 6
DOI: 10.4018/978-1-59904-845-1.ch025
Abstract
The assessment of e-learning shares most of the needs and requirements of face-to-face teaching, including clarity of the main objective, needs analysis, comprehensibility of objectives, definition of resources, and balance report (Calvani & Rotta, 2000). However, in e-learning environments the qualities of both monitoring and formative assessment have prominence, and can even determine the success of the course (Moore & Kearsley, 1996). In the learner-centered approach, typical in e-learning, the student is the protagonist of the teaching-learning process and thus, assessment is considered from a new perspective. It can be defined as the systematic process of correction, revision, collection, and use of information regarding both the students and the course in order to favor the progress and the learning of each student (Palomba & Banta, 1999). Assessment and evaluation are two different concepts even though they are interconnected: the former determines the student’s knowledge, skills and attitudes while the latter is necessary to express an opinion on learning results and on the quality of teaching.