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The Efficacy of Current Assessment Tools and Techniques for Assessment of Complex and Performance-Based Learning Outcomes in Online Learning

The Efficacy of Current Assessment Tools and Techniques for Assessment of Complex and Performance-Based Learning Outcomes in Online Learning
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Author(s): Mahnaz Moallem (University of North Carolina - Wilmington and National Science Foundation, USA)
Copyright: 2009
Pages: 10
Source title: Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong) and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch113

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Abstract

What does it mean when graduates of education systems are able to identify and solve problems, and make contributions to society throughout their lifetime (Bransford, Brown, & Cocking, 2000)? How can educators assess the development of problem solving or higher-level thinking skills and make sure that students are able to succeed in transferring their knowledge and skills to the complexities of a real-life environment? What role can technology play in augmenting what learners can do? These questions and related issues have fascinated educators and educational researchers for years. However, given the opportunities and challenges that distance education and online learning have opened up to educators, these issues are essential for the design and structure of effective online learning environments, and as such, these are the questions and related issues discussed in this article.

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