Abstract:

This study examined three cohorts of foreign language learners in face to face and online classes in order to refine the assessment process. It also explored the reasons for student’s selection of class delivery style to determine how the choice affected assessment outcomes. Some online students were brought to campus to create a traditional testing environment while others were not. Test scores for the two groups of online students and face to face student were analyzed. Student scores were compared on discrete grammar and vocabulary items and on a writing sample given three-fourths of the way through the semester. The study concluded that (1) Two rather distinct groups selected online or face to face classes, thus affecting the assessment, and (2) The manner in which the online students were assessed greatly affected outcome. The results will be useful for in-house assessment reports, and for educators in other fields who assess online and face-to-face learning.