Assessing Open and Distance Learners

Series editor's foreword -- Acknowledgements -- Introduction -- Part A: Issues and themes in open and distance assessment -- 1. Thinking about assessment -- Negative themes -- Positive themes -- Making sense of our reflections -- 2. Key issues and terms in assessment -- Explaining assessment -- Purposes of assessment: formative and summative -- Assessment: whose needs? -- Assessment and the learning context -- The grading game: norm and criterion referenced assessment -- 3. Assessment in open and distance contexts -- Introduction -- Open and distance learners' approaches to assessment -- Opportunities for assessment in open and distance learning -- Assessment and 'distance' -- Assessment and 'openness' -- Tensions in open and distance assessment -- Key qualities of open and distance assessment -- 4. Online technologies in open and distance assessment -- Introduction -- Opportunities presented by online learning and assessment -- Potential losses -- Reconceptualizing our pedagogy -- Part B: Assessing learners in open and distance learning -- 5. Designing assessment tasks -- Introduction -- Aligning assessment with objectives Selecting methods of assessment -- Which assessment methods are appropriate for open and distance learning? -- How much assessment is sufficient? -- How long should an assessment be? -- How should the assessments be spaced? -- What value should be placed on each item? -- Is the assessment practicable? -- Are your assessments valid and reliable? -- Are your assessment tasks authentic? -- Are your assessments open and inclusive? -- Conclusion -- Designing assessment tasks - at a glance Further resources -- 6. Communicating assessment tasks -- Communicating sufficient and clear information -- Developing marking criteria -- Moderating assessment tasks -- 7. Marking and grading -- Introduction -- Marking practices -- Feedback on assignments -- Marking turnaround time -- Awarding grades -- Authentication -- 8. Creating dialogue through assessment -- Facilitating dialogue in open and distance learning -- Making contact -- Communicating empathetically -- Communication breakdown -- Encouraging self-management and self-direction -- Developing communities of learners -- Mentoring -- Conclusion -- 9. Managing time -- Finding the time to make change -- Managing an assessment load Supporting learners to manage their time -- 10. Developing assessment policies -- Whole-of-course approach to assessment Student appeal procedures -- Extensions to assignments and special consideration -- Marking practices -- Plagiarism -- 11. Evaluating your assessment practices -- Evaluation in open and distance settings -- Purposes of evaluating assessment -- Types and methods of evaluation -- Conclusion -- Part C: Case studies -- 1. Thinking critically and making judgements -- 1.1 Think-aloud protocols -- 1.2 Discussion among learners -- 1.3 Diary to the teacher -- 1.4 Analytical thinking -- 2. Solving problems and developing plans -- 2.1 Collaborative decision making and clinical problem solving -- 2.2 Creative problem solving and constructive autonomy -- 2.3 Integrated planning project -- 2.4 Developing consulting skills -- 3. Performing procedures and demonstrating techniques -- 3.1 Developing expertise in neonatal resuscitation -- 3.2 Dissecting rats and providing evidence -- 3.3 Developing competences in writing research proposals -- 4. Managing and developing oneself -- 4.1 Contract for personal change -- 4.2 Participation in open learning -- 4.3 Becoming an OZKidsConnect volunteer -- 4.4 Whole-of-course portfolio -- 5. Accessing and managing information -- 5.1 Delivering a scientific research paper to an audience of peers -- 5.2 Sharing development and discussion of case study method -- 5.3 Presenting an exhibit at an arts conference -- 5.4 Writing a proposal, researching and reporting findings -- 6. Demonstrating knowledge and understanding -- 6.1 Testing knowledge using online multiple choice quizzes -- 6.2 Reasoning and logic -- 6.3 Simultaneous off- and on-campus multiple choice tests -- 6.4 Mathematics self-assessment on CD ROM -- 7. Designing, creating, performing -- 7.1 Designing online training -- 7.2 Video report of artistic development in ceramics -- 7.3 Conference and Web site for a science community -- 7.4 Creating and appreciating photographic expression -- 8. Communicating -- 8.1 Oral communication and audiotape interview -- 8.2 Computer conferencing -- 8.3 International debate -- 8.4 Online collaboration -- Appendix A Terms commonly used in assessment -- Appendix B Sample marking guide -- Appendix C Clinical competence assessment criteria -- References -- Index.