Abstract

The purpose of this study is to investigate the dynamics of web-based classroom assessment by analyzing the perceptions and experiences of the instructors. The study included 10 faculties who taught Web-based classes, and 216 students in the College of Education in an urban university in the Midwest. Interviews and classroom observations were undertaken on-line. The findings indicated that, performance-based assessment, writing skills, interactive assessment and learner autonomy were major assessment aspects to inform teaching and enhance learning. If one of the major roles of online instruction is to increase selfdirected learning, as part of the pedagogical mechanism, web-based classroom assessment should be designed and practiced to impact learner autonomy. The goal of this session is to provide attendees the opportunity to not only learn from the study, but to participate in a forum regarding the benefits and concerns of web-based assessment.

Location

Room 2901

Publication Type and Release Option

Presentation (Open Access)

Share

COinS
 
Nov 1st, 9:00 AM Nov 1st, 9:45 AM

Instructors' Perceptions of Classroom Assessment for Web-Based Instruction

Room 2901

The purpose of this study is to investigate the dynamics of web-based classroom assessment by analyzing the perceptions and experiences of the instructors. The study included 10 faculties who taught Web-based classes, and 216 students in the College of Education in an urban university in the Midwest. Interviews and classroom observations were undertaken on-line. The findings indicated that, performance-based assessment, writing skills, interactive assessment and learner autonomy were major assessment aspects to inform teaching and enhance learning. If one of the major roles of online instruction is to increase selfdirected learning, as part of the pedagogical mechanism, web-based classroom assessment should be designed and practiced to impact learner autonomy. The goal of this session is to provide attendees the opportunity to not only learn from the study, but to participate in a forum regarding the benefits and concerns of web-based assessment.