EL-7004 v3

Haugen, K., & Metcalf, K. L. (2019). Assessment of online learning. Radiologic Technology, 90(3), 307–311.
This is a concise article that provides an overview of various methods for online assessment of learning. According to Haugen and Metcalf, assessment represents the vision of what instructors believe students should understand. An added value to this article is a list of online assessment tools.

Steele, J., & Holbeck, R. (2018). Five elements that impact quality feedback in the online asynchronous classroom. Journal of Educators Online, 15(3).
Providing feedback is an important part of the learning experience no matter what learning modality is used. In an online modality, much of the learning can be self-guided. Without effective feedback, learning becomes more difficult. This article offers five elements that should always be included when providing feedback to online students.

Bahati, B., Fors, U., Hansen, P., Nouri, J., & Mukama, E. (2019). Measuring learner satisfaction with formative e-assessment strategies. International Journal of Emerging Technologies in Learning, 14(7), 61–79.
This is an interesting article that focuses on online student satisfaction regarding different formative assessment strategies. The formative e-assessment strategies discussed are online knowledge survey, online student-generated questions, peer responses, and electronic reflective journals.

Elizondo-Garcia, J., & Gallardo, K. (2020). Peer feedback in learner-learner interaction practices. Mixed methods study on an xMOOC. Electronic Journal of E-Learning, 18(2), 122.
This study examines the use of peer feedback assessment in a massive open online course (MOOC) with diverse students. Peer feedback was used as a summative assessment. The authors found the diversity of students was an advantage when assessing peers. Participants felt they benefited from the diversity of peers and learned alternatives and strategies to apply when solving problems.

Ogange, B., Agak, J., Okelo, K., & Kiprotich, P. (2018). Student perceptions of the effectiveness of formative assessment in an online learning environment. Open Praxis, 10(1), 29-39.
This article investigates student perceptions of the effectiveness of different kinds of formative assessments used in an online learning environment. Results show students felt they received prompt feedback from computer-marked assessments and peer assessments compared to feedback from instructor-marked assessments.