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

dc.contributor.authorBeukes-Amiss, Maggyen_US
dc.contributor.authorHaynes Brown, Tashaneen_US
dc.contributor.authorMoore, Schontalen_US
dc.contributor.authorMakoe, Mpineen_US
dc.contributor.authorSkidmore, Jamesen_US
dc.contributor.authorVeletsianos, Georgeen_US
dc.contributor.authorCommonwealth of Learningen_US
dc.coverage.spatialPan-Commonwealthen_US
dc.date.accessioned2022-03-03T17:40:43Z
dc.date.available2022-03-03T17:40:43Z
dc.date.issued2022-03
dc.description.abstractCovid-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.urihttp://hdl.handle.net/11599/4017
dc.language.isoenen_US
dc.publisherCommonwealth of Learning (COL)en_US
dc.relation.ispartofseriesKnowledge Seriesen_US
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/en_US
dc.subjectAssessmenten_US
dc.subjectOnline Learningen_US
dc.subjectSkills Developmenten_US
dc.subjectTeacher Educationen_US
dc.titleMaking Digital Assessment Count: Designing for Engagement, Integrity and Authenticityen_US
dc.typeReporten_US
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