Multi-dimensional Assessment for eLearning; Traditional and Social Assessment Models
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Downey, T. (2008). Multi-dimensional Assessment for eLearning; Traditional and Social Assessment Models. In C. Bonk et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (p. 308). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29623.
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2008
Las Vegas, Nevada, USA
November 17, 2008
Curtis J. Bonk, Mimi Miyoung Lee & Tom Reynolds
More Information on ELEARN
Table of Contents
End of course assessments and longitudinal tools such as ePortfolios can give us a much more complete assessment of the learner and result in a very valuable representation of what skills and knowledge they have acquired in their degree program. The effectiveness of group work / teamwork assessment using tools such as a 360 Degree evaluation gives students feedback on their social interaction and effectiveness as a virtual team member. Giving students the feedback to improve their collaborative skills is a vital outcome of the eLearning environment.
- Instructional Design Considerations for Science E-Learning
- Toward a Taxonomy of Distributed Learning Delivery Modes
- The International Handbook Summit Call to Action for Learning with Technology in the 21st Century
- Implementing Embedded Assessment to Provide Feedback to Student and Instructor.
- Usable But Not Entertaining e-Learning Material
- SITE's Digital Fabrication Initative
- The “Corporate University” as Technological and Scientific Support of the Virtual Education in Latin America
- Optimizing the Blogfolio Experience
- Wiki Experience in a Statistics Classroom: A Case Study
- Engaging Teacher Candidates in Online Literature Circles
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