The Role of Assessment and Evaluation in Context: Pedagogical Alignment, Constraints, and Affordances in Online Courses

Julia M. Matuga

doi:10.4018/978-1-59140-747-8.ch019

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The Role of Assessment and Evaluation in Context: Pedagogical Alignment, Constraints, and Affordances in Online Courses

Julia M. Matuga (Bowling Green State University, USA)

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

DOI: 10.4018/978-1-59140-747-8.ch019

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Abstract

The purpose of this chapter is to facilitate discussion regarding the contextualization of assessment and evaluation within online educational environments. Three case studies will be used to frame questions, issues, and challenges regarding online assessment and evaluation that were influenced by pedagogical alignment and environmental affordances and constraints. These reflective case studies, highlighting the author’s experiences as a teacher, researcher, and instructional design team leader, will be used to illustrate assessment and evaluation within three very different educational contexts: an online K-12 public school, an undergraduate online course, and a learning community designing online graduate courses.

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The Role of Assessment and Evaluation in Context: Pedagogical Alignment, Constraints, and Affordances in Online Courses

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