Continuous Assessment for Improved Student Outcomes: Examples from WebCT's Exemplary Course Project

View Sample PDF

Author(s): Daniel Volchok (WebCT, USA), Maisie Caines (College of the North Atlantic, Canada)and David Graf (Nova Southeastern University, USA)
Copyright: 2006
Pages: 14
Source title: Online Assessment and Measurement: Case Studies from Higher Education, K-12 and Corporate
Source Author(s)/Editor(s): Mary Hricko (Kent State University, USA)and Scott L. Howell (Brigham Young University, USA)
DOI: 10.4018/978-1-59140-497-2.ch001

Keywords: Education / Educational Technologies / Information Science Reference / Surveys, Measurements & Response Systems

Purchase

View Continuous Assessment for Improved Student Outcomes: Examples from WebCT's Exemplary Course Project on the publisher's website for pricing and purchasing information.

Abstract

WebCT views assessment as an activity that is integral to the full scope of the learning process. A variety of methods and strategies are available to course designers and instructors to assess student performance before, during, and after a course has taken place. WebCT provides three major categories of assessment tools (self-tests, quizzes and surveys, and assignments within these tools) and seven types of questions (multiple choice, including true/false; combination multiple choice; matching; calculated; short answer; jumbled sentence; and paragraph). The layout, design, and administration of assessments is flexible through selective release, timed assessments, and the sequencing of questions. Through examples from the WebCT Exemplary Course Project, this chapter reviews the many tools and methods available and describes the assessment, grading, and reporting capabilities of WebCT.

The IRMA Community

Research IRM

Continuous Assessment for Improved Student Outcomes: Examples from WebCT's Exemplary Course Project

Purchase

Abstract

Related Content

IRMA Sponsors