By Quantity or Quality? Note Writing Assessment in Online Discourse

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Qiu, M. (2010). By Quantity or Quality? Note Writing Assessment in Online Discourse. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (pp. 2505-2510). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/34990.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2010
Toronto, Canada
June 29, 2010
ISBN 1-880094-81-9
AACE

More Information on EDMEDIA
Table of Contents

Author

Mingzhu Qiu, University of Toronto, Canada

Abstract

This article explores instructors’ note writing assessment in online graduate courses. The study analyzed 25 online graduate-level courses (with 341 graduate students and 25 instructors) and 22 interviews (10 instructors and 12 graduate students). The data analysis showed the total number of notes students wrote in different sizes of classes. The study found reasons why some instructors assess students’ note writing by quantity, some by quality and most by both quantity and quality with the rubric heavily oriented toward the quality of the contribution. The findings may have implications for instructors and researchers on studying note writing assessment. They could also serve as a base for researchers to further explore the issue to design effective rubrics for note writing assessment.

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