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Making Digital Assessment Count: Designing for Engagement, Integrity and Authenticity

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Abstract
Covid-19 has prompted teachers to capitalise on the unique attributes of the online classroom and discover new ways to not only engage their online learners but also assess them. This publication shows that at the heart of making digital assessment count is purposeful, strategic design that is learner centred, builds academic integrity into the fabric of the learning experience, and uses authentic assessment tasks.
Subject
Assessment , Online Learning , Skills Development , Teacher Education
Country
Region
Pan-Commonwealth
DOI
https://doi.org/10.56059/11599/4017
URI
Handle
http://hdl.handle.net/11599/4017
Rights
https://creativecommons.org/licenses/by-sa/4.0/
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Adobe PDF, 688.21 KB
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Date
2022-03
Author
Beukes-Amiss, Maggy , Haynes Brown, Tashane , Moore, Schontal , Makoe, Mpine , Skidmore, James , Veletsianos, George , Commonwealth of Learning
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Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)
Series
Knowledge Series
Journal
Research Projects
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