Making Digital Assessment Count: Designing for Engagement, Integrity and Authenticity
Making Digital Assessment Count: Designing for Engagement, Integrity and Authenticity
| dc.contributor.author | Beukes-Amiss, Maggy | en_US |
| dc.contributor.author | Haynes Brown, Tashane | en_US |
| dc.contributor.author | Moore, Schontal | en_US |
| dc.contributor.author | Makoe, Mpine | en_US |
| dc.contributor.author | Skidmore, James | en_US |
| dc.contributor.author | Veletsianos, George | en_US |
| dc.contributor.author | Commonwealth of Learning | en_US |
| dc.coverage.spatial | Pan-Commonwealth | en_US |
| dc.date.accessioned | 2022-03-03T17:40:43Z | |
| dc.date.available | 2022-03-03T17:40:43Z | |
| dc.date.issued | 2022-03 | |
| dc.description.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. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11599/4017 | |
| dc.language.iso | en | en_US |
| dc.publisher | Commonwealth of Learning (COL) | en_US |
| dc.relation.ispartofseries | Knowledge Series | en_US |
| dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | en_US |
| dc.subject | Assessment | en_US |
| dc.subject | Online Learning | en_US |
| dc.subject | Skills Development | en_US |
| dc.subject | Teacher Education | en_US |
| dc.title | Making Digital Assessment Count: Designing for Engagement, Integrity and Authenticity | en_US |
| dc.type | Report | en_US |
