CALL FOR CHAPTERS: Online Assessment and Measurement
Online assessment has arguably been the overlooked dimension of e-learning. It is also a fledging educational activity still seeking definition and maturity in an evolving context of online learning and authentic assessment. Practitioners and researchers alike are asking some of the following questions: How does online assessment differ from traditional assessment? What are student and faculty perceptions and expectations? Are there emerging models of best practice? What are the caveats? Whatever the case, online learning assessment and measurement prove to be one of the most important topics yet to be thoroughly discussed and researched in traditional and distance education.
The primary objective of this book is to explore the myriad issues regarding online assessment and the ways in which educators, trainers, and other individuals interested in online learning can best modify their methodologies to accommodate the needs of the participants in the design, development, and delivery of their online assessment. Chapters based on research from both academia and industry are encouraged.
Representative topics include but are not limited to the following:
- Defining online assessment
- Advantages and disadvantages of online assessment
- Challenges in the design, development, and delivery of online assessment
- Securing and proctoring online assessments
- Legal implications of online assessment
- Best practices, case studies, and reviews of online assessment strategies
- Online assessment tools and programs for both traditional and distance learners
- Performance assessment in an online context
- A primer and update on Item Response Theory (IRT) and computer-adaptive testing
- Web-enabled online assessment
- Case studies from education/corporate/private/public sectors
- Learning content management systems and online assessment
- Emerging learning object standards, e.g,. SCORM and IMS, for online assessment
- Trends and future predictions for online assessment
Researchers and practitioners are invited to submit on or before January 15, 2004, a two- to five-page manuscript proposal clearly explaining the mission and concerns of the proposed chapter. Authors of accepted proposals will be notified by February 15, 2004, about the status of their proposals and will be sent chapter organizational guidelines. Full chapters are expected to be submitted by May 15, 2004. All submitted chapters will be reviewed on a blind review basis. The book is scheduled to be published by Idea Group Publishing October 31, 2004.
Inquiries and submissions can be forwarded electronically to:
Scott L. Howell, Ph.D.
Brigham Young University
390 Harman Building
Provo, UT 84602
Mary Hricko, Associate Professor
Kent State University – Geauga
14111 Claridon-Troy Road
Burton, OH 44021