Assessment and Learning Partnerships in an Online Environment

Assessment and Learning Partnerships in an Online Environment

Patrick Griffin, Esther Care, Pam Robertson, Judith Crigan, Nafisa Awwal, Masa Pavlovic
ISBN13: 9781466657809|ISBN10: 1466657804|EISBN13: 9781466657816
DOI: 10.4018/978-1-4666-5780-9.ch021
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MLA

Griffin, Patrick, et al. "Assessment and Learning Partnerships in an Online Environment." Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2014, pp. 360-375. https://doi.org/10.4018/978-1-4666-5780-9.ch021

APA

Griffin, P., Care, E., Robertson, P., Crigan, J., Awwal, N., & Pavlovic, M. (2014). Assessment and Learning Partnerships in an Online Environment. In I. Management Association (Ed.), Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications (pp. 360-375). IGI Global. https://doi.org/10.4018/978-1-4666-5780-9.ch021

Chicago

Griffin, Patrick, et al. "Assessment and Learning Partnerships in an Online Environment." In Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 360-375. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5780-9.ch021

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Abstract

This chapter shows how the online environment is used to promote quality teaching within a research project conducted by the Assessment Research Centre at the University of Melbourne. The project investigates how teacher teams use assessment data to inform teaching decisions and extensive efforts are made to check their learning through performance assessment procedures that monitor their discipline and pedagogy skills development. Teachers from the project are involved in a professional development course. The ways in which they adopt the knowledge, skills, and attitudes addressed by the course are tracked, along with assessment data from their students. The online environment is used to deliver the professional development course and to deliver online assessments for students and teachers. The authors are careful to ensure that the online experience for both teachers and students reinforces the ideas of the project. These include the notions of developmental approach rather than deficit, evidence rather than inferential decision making and collaboration rather than isolation.

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