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dc.contributor.author Hickey, Daniel
dc.contributor.author Harris, Tripp
dc.date.accessioned 2021-06-24T19:25:15Z
dc.date.available 2021-06-24T19:25:15Z
dc.date.issued 2021-05-01
dc.identifier.citation Hickey, D. T. & Harris, T. (2021). Re-imagining online grading, assessment, and testing using situated cognition. Distance Education, 42 (2), 290-309. en
dc.identifier.uri https://hdl.handle.net/2022/26602
dc.description.abstract Increased online learning is helping many appreciate that online grading, formative assessment, and summative testing can cause instructor burnout and leave little time for more productive instructor interactions. We reimagined grading, assessment, and testing in an extended program of design-based research using situative theory to refine online courses in secondary, undergraduate, graduate, and technical contexts. This research minimized private instructor-student interactions (including grading and private formative feedback) while maximizing public interactions. We present 10 assessment design principles, including a new principle concerning diversity and equity. We assume that these principles will be new to many readers and counter-intuitive to some. These principles focus on assessment functions (rather than ostensible purposes) and align learning across increasingly formal levels. We argue that doing so can maximize formative and transformative assessment functions, position students as authors, rather than consumers, reposition minoritized students to empower them, and increase validity and credibility of evidence. en
dc.language.iso en en
dc.relation.isversionof https://doi.org/10.1080/01587919.2021.1911627 en
dc.title Reimagining online grading, assessment, and testing using situated cognition en
dc.type Article en
dc.identifier.doi 10.1080/01587919.2021.1911627


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