An Analysis of Online Discussions Assessment
Wei-Ying Hsiao, University of Alaska Anchorage, United States
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Online discussion has been used as a crucial assessment in online courses in higher education. The purpose of this study was to investigate the elements/criteria of grading rubrics for assessing online discussion both in synchronous and asynchronous courses across different discipline areas in higher education. This study analyzed 69 online discussion grading rubrics. Of the 69 grading rubrics, 4 elements were used more frequently in assessing online discussions: content/focus on topic (68%), stylistics/writing (67%), reflection/connections (64%), and frequency (61%). Three elements were used often in assessing online discussions including timeliness (46%), references or resources citations (46%), and initial posting (42%); in addition, the other nine elements were used in assessing online discussions including interaction/response (38%), new ideas/uniqueness (36%), critical thinking (35%), clarity (28%), tone/positive/encouragement (23%), quality (16%), length (15%), organization (9%), and integrity (1%).
Hsiao, W.Y. (2012). An Analysis of Online Discussions Assessment. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1842-1846). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).
Cited ByView References & Citations Map
Karen McFerrin & Paula Christensen, Northwestern State University of Louisiana, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 769–774
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