The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Authentic Assessment Construction in Online Education: The Case of the Open High School Program of the Philippines
|
|
Author(s): Benjamina Paula G. Flor (University of the Philippines Los Baños, Philippines)and Leandra Carolina G. Flor (University of the Philippines Los Baños, Philippines)
Copyright: 2017
Pages: 15
Source title:
Optimizing K-12 Education through Online and Blended Learning
Source Author(s)/Editor(s): Nathaniel Ostashewski (Athabasca University, Canada), Jennifer Howell (Curtin University, Australia)and Martha Cleveland-Innes (Athabasca University, Canada)
DOI: 10.4018/978-1-5225-0507-5.ch012
Purchase
|
Abstract
This chapter submits that conventional learning assessment models used in traditional classrooms cannot be employed in blended programs at the secondary education level. The tendency of high school students in online education is to adopt the path of least resistance or to cheat thinking that they cannot be caught. Constructing authentic assessment measures for online education should be crafted for teachers to ensure that students who graduate through this learning mode are competent. While examinations are to be conducted, test construction should differ. Online learners would prefer to apply what they have learned instead of the conventional assessments. This contribution aims to develop authentic assessment procedure for the Open High School Program of the Philippines (OHSP), a blended program offered by private high schools in the Philippines, funded by the Department of Education. The program aims to mainstream out-of-school youth, high school dropouts, or regular students who cannot afford to study on their own given their unfortunate circumstances in life. As adult learners, they have rich experiences that can be used in problem-based learning to understand the lessons more effectively. Hence, this study is anchored on the assumption that teachers in blended learning mode should employ a different learning assessment or unique to conditions of OSHP students.
Related Content
|
Carolyne Nekesa Obonyo.
© 2024.
30 pages.
|
|
Darina M. Slattery.
© 2024.
19 pages.
|
|
Derrick Raphael Pacheco, Brittany Devies.
© 2024.
24 pages.
|
|
Yakkala B. V. L. Pratyusha, Bindi Varghese.
© 2024.
19 pages.
|
|
Daniel Otieno.
© 2024.
12 pages.
|
|
Youmei Liu.
© 2024.
27 pages.
|
|
Kathleen O'Brien.
© 2024.
36 pages.
|
|
|