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C. Savvidou

University of Nicosia (CYPRUS)
This paper discusses the development of rubric for the assessment of asynchronous online discussion. While many educators are interested in using online discussion to support face to face learning, assessment is often considered as an afterthought and there is lack of practical guidance for teachers about what criteria to assess or how to implement assessment. The following paper outlines the use of online discussion in an undergraduate course, the rationale for assessment of online discussion and existing research of online discussion in learning environments. Adapting criteria from existing analytical models (Henri, 1992), rubric was developed and retrospectively applied to data collected from two online discussion groups. Assessment was then evaluated for validity, reliability, efficiency and its potential to provide formative assessment to students. Findings are presented and limitations of the study are considered. Finally, suggestions are made for educators considering the assessment of online discussion.