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The project reported here aimed to examine online assessment practices in both the vocational and other educational sectors to determine the range of methods used, the reasons for selecting particular assessment approaches, issues raised about assessment online and the possibilities for adaptation of those approached by the Australian vocational education and training (VET) sector. Input was sought from a wide range of sources including national and international designers and experienced online educators in the field. The research considered the following questions. What are the principles of quality assessment in an online learning environment? What assessment purposes can be supported through the use of online technologies? What assessment methods and/or tools work well in an online learning and assessment environment? What factors influence the choice and design of online assessment methods? What are the challenges, barriers and possible pitfalls in achieving quality online assessment? A literature review was conducted. Data were collected through interviews with designers and deliverers and were used to develop assessment scenarios for the Australian VET online environment. The project finds that because not all learners have access to the technology capable of accessing high-end materials, simple tools can be the basis for appropriate interactive learning and assessment strategies. Understanding the possibilities of the assessment process to be collaborative and learner-centred is as important as developments in technology.

A companion electronic publication, ‘The development of quality online assessment in vocational education and training: volume 2’, which contains the project data in appendices, is indexed at TD/TNC 73.291. Show less

This electronic publication contains the supporting data for a project aimed at examining online assessment practices in both the vocational and other educational sectors to determine the range of methods used, the reasons for selecting particular assessment approaches, issues raised about assessment online and the possibilities for adaptation of those approached by the Australian vocational education and training (VET) sector. Appendix 1 lists the project group members. Appendix 2 lists the interview questions. Appendix 3 describes seven scenarios which have been developed to illustrate ways to incorporate online assessment into VET courses. Appendix 4 looks at the development of the project website. Appendix 5 lists interview respondents.

A companion publication, 'The development of quality online assessment in vocational education and training: volume 1', which contains the detailed report of the project, is indexed at TD/TNC 73.290. Show less

This chapter highlights some of the key issues and solutions which form part of a major project report of the same name (indexed in two parts at TD/TNC 73.290 and TD/TNC 73.291). The project researchers investigated issues in quality online assessment in VET by drawing on the experience of Australian and international online designers and deliverers from across education sectors. Key areas of concern related to the capacity of the online environment to support and enhance a learner centred approach. The authors find that the evidence demonstrates that the most effective use of online assessment is achieved when educational objectives are clearly linked to assessment activities.

The book is indexed at TD/TNC 71.08; chapters are indexed from TD/TNC 73.451 to TD/TNC 73.461. Show less