W.P. Carey Online Academic Services
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Time
Resources
Methods
Availability
Current mindset for WPC-all online testing
will be conducted online, no campus
proctored exams
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Effective assessments must be embedded in
and aligned with the design of the course
(Angelo & Cross, 1993)
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Learner centered
Teacher-directed
Mutually beneficial
Formative
Context-specific
Ongoing
Rooted in good practice
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Design learner-centered assessment that
include self-reflection
Design and use grading rubrics for
discussion, assignments, projects and
collaboration
Use collaborative assignments (peer-reviewed
papers)
Encourage students to develop skills in
providing feedback by modeling good
feedback
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Use assessment techniques that fit the
context and align with the learning objectives
Design assessments that are clear, easy to
understand, and likely to work in an online
environment
Ask for and incorporate student input into
how assessment should be conducted
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Multiple choice
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Easy to grade
Easy to administer
Subject to security issues
Test banks need to be large to avoid issues
Tend to only test the lower cognitive domains
Short answer/Essay
◦ Can test higher cognitive domains
◦ Security issues are less
◦ Grading is more difficult
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Assess learning at more frequent intervals
Can be linked to Blackboard gradebook
Encourage participation
Peer-review possible
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Using any of these can decrease the reliance
on testing
Peer-reviews can make grading easier
Can link outside work into Blackboard or
Google Docs
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WPC is testing authentication software
If using written exams, prior written work in
the classroom can be used for comparison
Best practices in online are to have more
assessments with fewer points per
assignment
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Angelo, T. & Cross, K. P. (1993). Classroom
assessment techniques. San Francisco:
Jossey-Bass.
Palloff, R. & Pratt, K. (2009). Assessing the
online learner. San Francisco: Jossey-Bass.