Assessment methodologies in transition: Changing practices in web based learning

There is now a new wave of pedagogy advocating 'alternative assessment' in which assessment is integrated into learning through engagement in real life contexts. Authentic assessment fosters understanding of learning processes with real life performance as opposed to a display of inert knowledge. This form of authentic assessment is solidly based on constructivism, which recognises the learner as the "chief architect" of knowledge building.

In constructivist learning environment of this study, there is social interaction, communication, exchange of views, collaboration and support for learners to become aware of, and take responsibility for the learning process. Many theorists have highlighted the importance of reciprocal understanding and transactional dialogue where knowledge is exchanged and modified in the light of peer feedback. Salient features of constructivist learning environments include an emphasis on features such as:

• authenticity: learning is located in actual contexts or real tasks;
• group work: social interaction and feedback are instrumental in communication and higher order thinking processes;
• learner control: learners are active in defining and negotiating learning tasks; and
• scaffolding learning: learners are supported as they progress from novice learners to self regulated experts.

In this study, alternative modes of assessment in a tertiary web based environment are exemplified through the use of multiple assessment tasks, and multiple modes of show casing student achievement through portfolios, multimedia projects, skills demonstrations and teamwork. Learning outcomes sought in this unit were related to developing personal transferable skills of teamwork, decision making and problem solving for tertiary students studying project management for multimedia development in their final year of study. The design of authentic experiences and forms of assessment was considered integral to the achievement of the learning outcomes.

A further important dimension of the assessment tasks in this environment was the contribution of web based functionalities to these new modes of assessment. Bulletin boards and virtual learning spaces supported the evaluation of learning processes, such as communication, group work and collaborative problem solving, as opposed to a narrow focus on a single outcome as an indicator of competence. Tasks were designed to maintain a focus on learning processes and professional skills rather than content based outcomes. The examples provided demonstrate that authentic learning and assessment experiences need to draw on cognitive, affective and socio-cultural factors. The wider implications of the study relate to the design of authentic assessment tasks for tertiary learners and the need to integrate learning goals, desired educational outcomes and theories of teaching.