Paper - Refereed

For more than a decade the intention of Australian educational school system leaders has been to base the curriculum on an outcomes-based approach to teaching and learning. This intention has at best only been partially realized in practice in schools for a variety of reasons. One major and critical reason has been the difficulty in applying this approach to the assessment of students
In this paper, we examine the limitations of online course delivery and management systems in terms of their ability to support authentic assessment. Online courses are often criticized for their emphasis on reproductive learning. We argue that the ability to effectively assess complex learning outcomes is limited by the lack of assessment affordances in the popular course delivery and management systems. Because popular online course delivery and management systems do not support authentic forms of assessment the range of student learning outcomes is restricted to reproductive learning.
Much has been said about the use of ICT in language education, but the reality in Japan is that most students
ACCE Partners
ACCE Partners
ACCE Partners
ACCE Partners