| Increasing Student Achievement Through Meaningful, Authentic Assessment
Nathan Balasubramanian, Angevine Middle School, United States pp. 3-8 |
| |
|
| The Lead IT project: Leading and learning for student success
Marion Barfurth, University of Ottawa, Canada; Hélène Coulombe, Ottawa-Carleton Catholic School Board, Canada; Pierre Michaud, University of Ottawa, Canada pp. 9-11 |
| |
|
| Alternative Strategies in Assessing Online Instructional Delivery Systems
Temba Charles Bassoppo-Moyo, Illinois State University, United States pp. 12-16 |
| |
|
| ePortfolio System for Student Learning and Program Evaluation
Michael Blocher & Laura Sujo de Montes, Northern Arizona University, United States pp. 17-21 |
| |
|
| Facilitating a Process to Revise and Prepare an Endorsement Program for Accreditation Visits
Marwin Britto, Central Washington University, United States pp. 22-23 |
| |
|
| Building A Community of Practice in Electronic Portfolios: Does the Choice of Web-Based Tool Make the Difference?
Chia-Jung Chung, California State University, Sacramento, United States pp. 24-29 |
| |
|
| Bringing Electronic Portfolios to Middle School Students: A Collaborative Effort with Higher Education
Paul Clark, Bob Goeman & Mark Carnevalo, University of Nebraska at Omaha, United States; Sandy Day, Omaha Public Schools, United States pp. 30-33 |
| |
|
| Trainee teachers developing WebQuests as a form of assessment: an assessment tool for all seasons?
Eric Dell, School of Education, University of Hertfordshire, United Kingdom pp. 34-36 |
| |
|
| Assessing the Technological Fluency of Preservice Teachers Using a Web-based Model
Brenda Frieden, Pittsburg State University, United States pp. 37-39 |
| |
|
| Electronic Document Center for Accreditation: Basic Principles
Jerry Galloway, Georgia Southern University, United States pp. 40-43 |
| |
|
|  Using Technology Tools To Reduce The Cognitive Load In Developing ePortfolios
Marsha Gladhart & Shirley Kaltenbach, University of Alaska Southeast, United States pp. 44-59 |
| |
|
| Meeting NCATE & Learned Society Standards through Chalk and Wire Digital Portfolios
Cheryl Grable, Andrew Hunt & Patrick Pearce, UALR, United States pp. 60-62 |
| |
|
| The Husky Educational Technology Assessment (HETAP): Integrating assessment and professional development into technology-based PBL environment
Lori B. Holcomb, North Carolina State University, United States; Scott W. Brown & Clarisse O. Lima, University of Connecticut, United States; Jonna M. Kulikowich, The Pennsylvania State University, United States pp. 63-68 |
| |
|
| Evaluation of Mobile technologies for assessing students’ knowledge improvement
Hsuanchao Huang, Reuben Edwards & Paul Coulton, Department of communication systems Lancaster University England, U.K., United Kingdom pp. 69-80 |
| |
|
| Electronic Portfolio as Pedagogy for Improving Performance: A Literature Review
Winnie Lai & Peter Chan, Brigham Young University Hawaii, United States pp. 81-82 |
| |
|
| A Study for the Adult Examinees' Motivation, Barriers, Satisfaction and Post-Exam Reactions on the Computer-based Professional Examinations offered at Securities and Future Institute in Taipei
Chin-Yen Lin, National Taipei University of Technology, Taiwan; Tsung-Hsien Kuo, Securities & Futures Institute, Taiwan; Li-An Ho, Tamkang University, Taiwan; Yen-Ku Kuo, National Taiwan Ocean University, Taiwan pp. 83-95 |
| |
|
| Using Technology to Prepare Teachers through Signature Assessments
Kimberly Walker McAlister, Connie B. Melder, Cathy R. Seymour & Vickie S. Gentry, Northwestern State University College of Education, United States pp. 96-101 |
| |
|
| Assessing Pre-Service Teachers Technology Competencies: What have they learned through teacher preparation?
Natalie Milman & Karen Kortecamp, George Washington University, United States pp. 102-107 |
| |
|
| Assessment in E-Learning Environments: A Comparison of three Methods
Felix Mödritscher, IICM, Graz University of Technology, Austria; Silke Spiel, Karl-Franzens University Graz, Austria; Victor Manuel Garcia-Barrios, IICM, Graz University of Technology, Austria pp. 108-113 |
| |
|
| Online Concept Mapping in Distance Teacher Education: Two Case Studies
Kevin Oliver & Dianne Raubenheimer, North Carolina State University, United States pp. 114-119 |
| |
|
