While a great deal has been written on the advantages and benefits of online
teaching, and research continues to proliferate, many practitioners are seeking
guidelines that can be applied to the design of assessment in online environments.
The last decade has seen the convergence of traditional distance education
with on-campus modes of delivery and work-based training signalling new
models of flexible delivery. In addition, demand driven education accentuates
the learner’s role and needs while the teacher has become a manager, mediator
and motivator of student learning. Issues raised by national and international
bodies and quality assurance agencies now seem to be addressing the same
questions. How can a teaching and learning process that differs so markedly
from what has been practiced for hundreds of years maintain and support
quality? Who will be the guardians of quality and the innovators of learning
and assessment design?
This paper addresses current definitions of quality in online assessment and
examines emerging expectations of what constitutes appropriate online assessment.
A case study is presented of a Web-based assessment framework that is both
interactive and product-oriented and involves learners in making contributions
to course resources through learning activities. It is proposed that an interactiveparticipatory model of assessment utilises the communicative features of
technology while affording a motivating and authentic assessment experience. (Abstract by authors)