About this paper

Appears in:
Page: 517 (abstract only)
Publication year: 2015
ISBN: 978-84-606-5763-7
ISSN: 2340-1079

Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain

JOINING THE ONLINE BANDWAGON? THE EFFICACY OF ELECTRONIC ASSESSMENT MEASURES

S. Sayed

American University of Sharjah (UNITED ARAB EMIRATES)
Teaching methods and modes of pedagogical delivery have evolved more in the past two decades than they have in the past few hundred years, with even Facebook now being used by some as an alternative, non-traditional course management system (Hocoy, 2013, n.p.). One of the most popular and effective course management systems to date is Blackboard, which continues to have new tools and features that enhance the learning environment and undeniably demonstrates how course management systems “have become integral to the teaching and learning function of higher educational institutions” (Benson, 2012, p. 1). One of the most recent features of Blackboard is an online marking tool, which allows instructors to electronically provide feedback to students without having to download individual documents or entire classes of documents using a zip file. In an era of teaching where time has become “the scarcest learning resource”, it is up to instructors to find ways to best utilize their time both inside and outside the classroom (Tucker, 2013, n.p.). Electronic marking, combined with electronic rubrics that have been pre-created using Blackboard, increase productivity for educators while facilitating quick and effective feedback for students. This presentation encourages faculty to integrate electronic assessment tools and uses Blackboard’s electronic comments/feedback feature in combination with online rubrics as a primary example. Educators will learn the benefits of creating assignments that display electronic comments and integrate rubrics within Blackboard using the click, click, save method. Instructors simply attach an electronic rubric, click the required columns/categories, and then hit save. This presentation helps instructors learn how to provide prompt and effective feedback to students without the hassle of paperwork and manual calculations. Online marking and rubrics facilitate grading and can be tailored to any course in any discipline. The purpose of this presentation is three-fold: (1) to chart the benefits of using online assessment, (2) discuss its related minor setbacks, and (3) evaluate why electronic assessment measures are more beneficial than traditional modes of grading.
@InProceedings{SAYED2015JOI,
author = {Sayed, S.},
title = {JOINING THE ONLINE BANDWAGON? THE EFFICACY OF ELECTRONIC ASSESSMENT MEASURES},
series = {9th International Technology, Education and Development Conference},
booktitle = {INTED2015 Proceedings},
isbn = {978-84-606-5763-7},
issn = {2340-1079},
publisher = {IATED},
location = {Madrid, Spain},
month = {2-4 March, 2015},
year = {2015},
pages = {517}}
TY - CONF
AU - S. Sayed
TI - JOINING THE ONLINE BANDWAGON? THE EFFICACY OF ELECTRONIC ASSESSMENT MEASURES
SN - 978-84-606-5763-7/2340-1079
PY - 2015
Y1 - 2-4 March, 2015
CI - Madrid, Spain
JO - 9th International Technology, Education and Development Conference
JA - INTED2015 Proceedings
SP - 517
EP - 517
ER -
S. Sayed (2015) JOINING THE ONLINE BANDWAGON? THE EFFICACY OF ELECTRONIC ASSESSMENT MEASURES, INTED2015 Proceedings, p. 517.
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