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6610silvermodule3final 6610silvermodule3final Presentation Transcript

  • Assessment in distance education, web based learning and e-learning Nicole Silver Picture from Microsoft Word clipart.
  • Methods
    • Studies took place in Australia, Spain, New Zeland, Branford, United Kingdom, United States, Netherlands and England.
    • Participants included undergraduate, graduate and PhD students as well as supervisors, tutors and staff ranging in numbers from 15 to 1600.
  • Methods (con’t)
    • Data, both qualitative and quantitative, was collected using pre and post tests, surveys, discussion groups, interviews, focus groups, case studies and questionnaires.
    • Data was processes using a variety of basic statistical methods of analysis including Likert scale, t-tests as well as coding for themes.
  • Findings
  • Discussion of Findings
  • Conclusion
  • Implications
  • Limitations
    • Limitations  (concept maps) 
  • References
    • Costa, D., Mullan, B.A, Kothe, E.J., Butow, P., (2009). A web based formative assessment tool for masters students: A pilot study. Computers & Education, 54 (2010), 1248– 1253.
    • Barbera, E., (2009). Mutual feedback in e-portfolio assessment: an approach to the netfolio system. British Journal of Educational Technology, 40 (2), 342–357.
    • Heinrich, E., Milne, J., & Moore, M. (2009). An investigation into e-tool use for formative assignment assessment – status and recommendations. Educational Technology & Society , 12 (4), 176–192.
    • Dermo, J., (2009) e-Assessment and the student learning experience: A survey of student perceptions of e- assessment. British Journal of Educational Technology, 40 (2), 203–214.
  • References con’t
    • Johnson-Glenberg, M., (2010). Embedded formative e- assessment: who benefits, who falters. Educational Media International , 47 (2), 153–171.
    • Martens, R., & Hermans., (1999). Internet based formative prior knowledge assessment. European Journal of Open, Distance and E-Learning, 26(3), 245-258.
    • Pachler, N., Daly, C., Mor, Y., & Mellar., H (2010). Formative e- assessment: Practitioner cases. Computers & Education, 54 715–721.
    • Peat, M., & Franklin, S., (2003) Has student learning been improved by the use of online and offline formative assessment opportunities? Australian Journal of Educational Technology , 19 (1), 87-99.
  • References con’t
    • Gog, T., Sluijsmans, D., Brinke, D., & Prins, F., (2010). Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains. Education Technology Research and Development, 58, 311-324.
    • Soler, J., Boada, I., Prados, Poch, J., & Fabregat., R (2010). A Formative Assessment Tool for Conceptual Database Design Using UML Class Diagram. International Journal of Emerging Technologies in Learning, 5 (3), 27–33.
    • Byrnes & Ellis, (2006). The prevalence and characteristics of online assessment in Australian universities. Australasian Journal of Educational Technology, 22(1), 104-125
    • Walker, D., Topping, K., & Rodrigues, S., (2008). Student reflections on formative e-assessment: expectations and perceptions. Learning, Media and Technology , 33 (3), 221-234.
  • References con’t
    • Cooner, T., (2010). Creating opportunities for students in large cohorts to reflect in and on practice: Lessons learnt from a formative evaluation. British Journal of Education Technology, 41(2), 271–286.
    • Heinze, A., & Heinze, B., (2009) Blended e-learning skeleton of conversation: Improving formative assessment in undergraduate dissertation supervision. British Journal of Educational Technology, 40 (2), 294–305
    • Peat, M., & Franklin, S., (2002) Supported student learning: The use of computer based formative assessment modules. British Journal of Educational Technology , 33 (5), 515- 523.