Introduction

Online and blended learning require the reconstruction of instructor and learner roles, relations, and practices. Assessment becomes an important issue as a multidimensional process influenced by many factors in online and blended learning environments. Literacy in assessment is critical for both instructors and students for effective learning in online and blended environments. Instructors need to identify effective assessment strategies and techniques appropriate to online learning and understand the potential of technology tools for monitoring student learning and improving teaching. At the same time, how students are assessed show the students what is important and how they should approach learning; thus, engaging them in self-regulatory cognition and activities. The focus of this book will be on assessment of learning (summative assessment), assessment for learning (formative assessment and embedded formative assessment), assessment strategies, factors facilitating and impeding assessment in online and blended learning environments. Providing both a research and a practice perspective, this book can help educators and instructional designers make the connection between pedagogy and technology to maximize their teaching when planning, designing, implementing and assessing for active learning and teaching.

Objectives

The editors of the proposed book approach assessment as a responsible, responsive and integral pedagogy of any teaching and learning environment that actively engages instructors and learners. In this context, assessment literacy, embedding formative assessments, effective use of technology tools and assessment strategies adopting this pedagogy will be the purpose of this publication. The objectives of the book will be:

• to help understand assessment as a responsible, responsive and integral pedagogy of teaching and learning in online and blended learning environments
• to present research or practice with respect to assessment in online and blended learning
• to present technology tools and applications that are used with respect to assessment in online and blended learning
• to provide suggestions for improving instruction and assessment in online and blended teaching and learning

Recommended Topics

1. Assessment in online/blended learning: Establishing a framework
2. Summative and formative assessment in online/blended learning
3. Assessment and instructional design in online/blended learning
4. Factors/processes that influence assessment in online/blended learning
5. Technology tools for assessment in online/blended learning
6. Assessment techniques and strategies in online/blended learning
7. Self-regulation and assessment in online/blended learning
8. Assessment and role play in online/blended learning
9. Self and peer-assessment in online/blended learning
10. Assessment of learning groups in online/blended learning
11. Authentic assessment in online learning/blended learning
12. Perspectives and experiences of instructors in assessment in online/blended learning
13. Perspectives and experiences of learners in assessment in online/blended learning
14. Rubric-based assessment in online/blended learning
15. Embedded formative assessment in online/blended learning
16. Assessment of teaching in online/blended learning
17. Web-based testing and assessment
18. Asynchronous and synchronous discussions as assessment in online/blended learning

Chapter topics are not limited to the list above. Please inquire about topic suggestions.

Submissions

Researchers and practitioners are invited to submit by November 18, 2012 a 2-3 page (500-750 words) proposal and chapter outline. Describe the content of the chapter including relevant literature adhering to APA 6th edition style. Email your proposal as a Word or Open Office attachment to Selma Koc at Assessment4Learning@yahoo.com. Include a cover page with a working title, the topic (see above) that best matches your proposal, affiliated institution, a brief biography along with an indication of whether your proposal focuses on research or practice.

Content and outline of the proposals should include:

• an overview of the research/project including purpose/objectives
• indication of significance to teaching and learning
• for research proposals, include a brief overview of theoretical framework, methodology, overview of results, implications and recommendations for research and practice
• for practice proposals, include a brief overview of the key elements of practice, with conclusions, implications and recommendations for research and practice

Important Dates

November 18, 2012: Proposal Submission Deadline
December 1, 2012: Notification of Acceptance
February 28, 2013: Full Chapter Submission
March 31, 2013: Review Results Returned
May 15, 2013: Final Chapter Submission
XXX 2013: Anticipated Publication Date

Publisher Information