http://www1.teachertube.com/members/viewVideo.php?video_id=220752&title=learnerassesmentvideopughs_wmv
Annotated Bibliographies
1.Kim, N., Smith, M. J., & Maeny, K. (2008). Assessment in Online Distance Education: A Comparison of Three Online Programs at a University. vX1, no 1, Spring (2008).
Online Journal of Distance Learner Administration. University of West Georgia,
Distance Education Center. Retrieved from http://www.westga.edu/~distance/ojdla/
This was a study to investigate whether or not principles of assessment in online education are reflected in the assessment activities used by developers and administrators of actual online distance courses. The findings showed that assessment activities do not follow the guidelines suggested in the literature. Several suggestions were made to the school to correct the discrepancies.
2. Sussman, S. & Dutter, L. Comparing Student Learning Outcomes in Face-to-Face and Online Course Delivery. V13, is4, Winter, 2010. Online Journal of Distance Learner Administration. University of West Georgia, Distance Education Center. Retrieved from
http://www.westga.edu/~distance/ojdla/
The study sought to highlight the differences and similarities in student learning outcomes between the modes of delivery for an undergraduate social science course which focuses on public policy and administration.
3. Bright, N. (2010). Online Graduate School Can Be Convenient for Many Students. E-Zine.
Articles. Retrieved from http://ezinearticles.com/?Online-Graduate-School-Can-Be- Convenient-For-Many-Students&id=5652685
The article discusses the convenience for graduate students. Assessments are submitted electronically. Students online are said to do as well as students in traditions classrooms.
4. Beebe, R., Vonderwell, S., & Boboc, M. (2010). Emerging Patterns in Transferring
Assessment Practices from Face-to-Face to Online.
Electronic Journal of e-Learning v8 n1. Retrieved from http://www.eric.ed.gov/
The study explores the similarities between face-to-face and online environments. It
focuses on factors that influence online assessment.
5. Yu, F. (2011). Multiple Peer-Assessment Modes to Augment Online Student Question
Generation Process. Computers and Education. v56n2, p484-494, Feb 2011.
Retrieved from http://www.eric.ed.gov
The study was on student generated questions approach to learning and the benefit of technology. Learner systems have been established with student generated questions, in essence a peer assessment component.
6. Liang, J., & Tsai, C. (2010). Learning Through Science Writing via Online Peer Assessment
in a College Biology Course. Internet Higher Education, v13n4, p242-247, Dec 2010.
Retrieved from
oJxYdhRJCAj1bSzaaOqxaQ__.ericsrv003?newSearch=true&eric_sortField=&searchtype=keyword&pageSize=10&ERICExtSearch_SearchValue_0=online+assessment&eric_displayStartCount=1&_pageLabel=ERICSearchResult&ERICExtSearch_SearchType_0=kw
The study provides information on peer assessment. Students submitted writings to be reviewed
and assessed by their peers. This occurred 3 times. The scores of the expert graders were compared with those of the peers. After each round the peers scores were more in tune with the experts. Students’ writing also improved after being assessed by their peers.
