Student Assessment in Online Courses: Research and Practice, 1993–2004

Abstract

Research on student assessment in online environments has not been extensive, although manuals for instructors provide broad guidelines and specific procedures. In this article we review the most frequently reported approaches to online assessment in postsecondary settings, giving particular attention to systems for assessing the quality of student participation. We also extrapolate from research on assessment in face-to-face courses to identify strategies that could be usefully adapted to online assessment. Research on the reliability and validity of online assessment methods is mixed and there is not much of it. We suggest to online instructors that there appears to be a disjunction between assessment methods and instructional ideologies and suggest to researchers that there is an urgent need to investigate the consequential validity of online assessment.

School Choice, Gentrification, and the Variable Significance of Racial Stratification in Urban Neighborhoods

“…This hierarchy of place is propagated through actions of powerful groups who “seek to preserve social distance from less advantaged groups” (Logan and Alba 1993:244). These actions reflect persistent ethnoracial lines of inequality that structure the U.S. housing market and reinforce long-standing institutional barriers to residential integration, both private and public, including predatory lending practices; discriminatory behavior of real estate agents, banks, developers, and landlords; and governmental policies, such as exclusionary zoning and urban renewal projects (Ross 2005; Rugh, Albright, and Massey 2015; Rugh and Massey 2010; Shertzer, Twinam, and Walsh 2016; Wilson 2012). Some evidence of residential discrimination against Hispanics has been noted in the literature (Ross and Turner 2005), but the vast majority of evidence in favor of place stratification theory holds that African Americans experience unique challenges in location attainment that cannot be explained by differences in individual-, group-, or community-level factors, including rates of poverty and other forms of disadvantage (Massey and Denton 1993; Pais et al 2012; South, Crowder, and Pais 2008).…”

Examining Student Satisfaction Of Online Statistics Courses

“…his research study examines student satisfaction of online statistic courses at a private university. Furthermore, this paper explores student satisfaction based on five aspects of online education, including teaching statistics online (Kreiner, 2006;Mills & XU, 2006;Rynearson, & Kerr, 2005), online instruction (Kelly & Walker, 2007;Swan 2003), communication (Betts, 2009;Cakmak, Karatas, & Ocak, 2009), assessment (Ross & Ross, 2005;Rovai, 2000), and student overall satisfaction. Research related to online student satisfaction has been conducted by several researchers (Drennan, Kennedy, & Pisarski, 2005;Madernach, 2005; Sampson, Leonard, Ballenger, & Coleman, 2010; Young & Norgard, 2006).…”