This poster proposal uses snapshots in time to follow the progress of online assessment at Charles Sturt University. Snapshots into the scholarly use of learner oriented online assessment are described from the findings of a University wide research study. The author reflects on snapshots in time that have led to a personal understanding of the complex integrated network of responsibility in online assessment that involves academics, ICT support services, educational designers and other divisions. This understanding has led to the formation of new frameworks for managing online assessment and, more broadly, online learning. These frameworks are contributing to ongoing development in tools, processes, procedures and policy as the University absorbs the impact of increased access to online learning as the result of the introduction of a new, open source, learning management system.
This paper focuses on reconfiguring assessment processes so that they support a learning function, in addition to the more traditional measurement function. In the first half of the paper we discuss a framework for ‘learning‐oriented assessment’ derived from a project carried out in Hong Kong. We conceptualize learning‐oriented assessment as containing three key components: assessment tasks as learning tasks; student involvement in assessment; and explicitly forward‐looking feedback. The second half of the paper presents an action research case in which the first author implemented some of the principles of learning‐oriented assessment within a module in a teacher education context. The module, focusing on multimedia and web authoring, was taught through blended learning with an emphasis on peer learning and project‐based learning. A particular feature was the interplay between students’ learning experiences and the module assessments.
Berzelius failed to make use of Faraday's electrochemical laws in his laborious determination of equivalent weights.