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Assessment is as Assessment Does: A Conceptual Framework for Understanding Online Assessment and Measurement

Assessment is as Assessment Does: A Conceptual Framework for Understanding Online Assessment and Measurement

Jeanette M. Bartley
Copyright: © 2005 |Pages: 45
ISBN13: 9781591404972|ISBN10: 1591404975|ISBN13 Softcover: 9781591404989|EISBN13: 9781591404996
DOI: 10.4018/978-1-59140-720-1.ch001
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MLA

Bartley, Jeanette M. "Assessment is as Assessment Does: A Conceptual Framework for Understanding Online Assessment and Measurement." Online Assessment and Measurement: Foundations and Challenges, edited by Scott L. Howell and Mary Hricko, IGI Global, 2005, pp. 1-45. https://doi.org/10.4018/978-1-59140-720-1.ch001

APA

Bartley, J. M. (2005). Assessment is as Assessment Does: A Conceptual Framework for Understanding Online Assessment and Measurement. In S. Howell & M. Hricko (Eds.), Online Assessment and Measurement: Foundations and Challenges (pp. 1-45). IGI Global. https://doi.org/10.4018/978-1-59140-720-1.ch001

Chicago

Bartley, Jeanette M. "Assessment is as Assessment Does: A Conceptual Framework for Understanding Online Assessment and Measurement." In Online Assessment and Measurement: Foundations and Challenges, edited by Scott L. Howell and Mary Hricko, 1-45. Hershey, PA: IGI Global, 2005. https://doi.org/10.4018/978-1-59140-720-1.ch001

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Abstract

With the increasing adoption of advanced education technologies, such as Internet-based communications, there are greater demands for more effective, flexible, interactive, customized and just-in-time online instructional and assessment systems. As institutions rush to digitize, virtualize and globalize their campuses, there remains the significant issue of the ability to measure outcomes as a means of determining the credibility of technology-mediated learning experiences. This chapter addresses selected concerns including the distinction between online assessment and traditional assessment; the relevance of authentic and alternative assessment; the practical considerations relating to security, integrity, validity, and reliability of assessment; emerging principles of good practice relating to quality indicators, benchmarks and criteria for effective online assessment; and the relative significance of online assessment trens to various drivers and stakeholders.

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