Description
Online Assessment, Measurement and Evaluation: Emerging Practices provides a view of the possibilities and challenges facing online educators and evaluators in the 21st Century.
As technology evolves and online measurement and assessment follow, Online Assessment, Measurement and Evaluation: Emerging Practices uses established evaluation principles to employ new tools in evaluation systems that support stakeholders, clarify values and definitions of the evaluation methods, encourage thought about important questions, and refresh the readers' memories of contexts and backgrounds. This book also adheres to evaluation standards of feasibility, propriety, utility, and accuracy in order to help participants realize that technical issues and methods are only worthwhile when they are in the service of helping people make thoughtful choices.
Reviews and Testimonials
This competent overview of possible strategies in the field is presented in a set of research and discussion chapters separately written by different groups of qualified US academics, who are knowledgeable and also able to write in clear, well-structured styles. "The book is a treasure trove of ideas for persons already active in the area. It is, overall, a very interesting browse with ample depth for further study."
– Anita Pincas, University of London, for the Higher Education Academy, Information and Computer Sciences
By focusing his editorial efforts on higher education settings, Williams creates a snapshot in time of where online assessment efforts are headed. This gives anyone currently wondering how to evaluate their own programs several viable models to replicate. [The Online Assessment and Measurement] books have a place in the literature of education and deserve to be read. There are many good ideas raised in these books that should be highlighted and learned from."
– Kris Veldheer, Graduate Theological Union, USA, in Education Libraries Volume 29, Number 1 (Summer 2006)
This book has much to offer online teachers and course developers
– British Journal of Educational Technology Volume 38, Number 4 (2007)
Author's/Editor's Biography
David Williams (Ed.)
Dr. David Dwayne Williams is an Associate Professor in the Department of Instructional Psychology and Technology, in the David O. McKay School of Education at Brigham Young University in Provo, Utah, USA. Dr. Williams has conducted a wide variety of educational evaluations throughout the world. His research interests include cross-cultural evaluation issues, evaluation in schools and universities, evaluation of technology-based teaching and learning, and philosophical, cultural, and moral foundations of evaluation. He received his PhD at the University of Colorado, Boulder in Research and Evaluation Methodology, MS in Educational Leadership- specializing in evaluation at Western Michigan University, and a BA in University Studies at Brigham Young University.
Mary Hricko (Ed.)
Dr. Hricko is a Professor, University Libraries at Kent State University. She has published numerous books, articles and research papers on topics associated with accessibility, digital learning, and open access education. Her research interests include open pedagogy, online education and assessment, universal design, and quality assurance in higher education. She advocates for directives that expand teaching, learning, and research using open education resources.
Scott Howell (Ed.)
Scott L. Howell is the assistant to the dean for the Division of Continuing Education at Brigham Young University (BYU). He assisted BYU in launching its online learning and assessment initiative (1999-2003) as the Director of a new Center of Instructional Design (CID). Dr. Howell is widely published and respected for his work in distance education and online assessment. He received his PhD in instructional science specializing in assessment and measurement, MS in community education, and BS in business management.