In this paper, the authors examine how instructors used an online assessment environment designed to evaluate the performance of undergraduate students enrolled in American Sign Language (ASL) courses. 640 undergraduate ASL students at a large Midwestern university participated in this study. The findings suggest that instructors varied greatly in the manner in which they used the e-assessment system both in terms of the amount of time spent evaluating student assessments and in the proportion of total assessments scored. Furthermore, students' responses to an open-ended survey on their experiences with the system generated useful insight to guide future design. Finally, implications for the design and integration of world language e-assessment environments are discussed.
|Number of pages
|International Journal of Cyber Behavior, Psychology and Learning
|Published - 2013
Bibliographical noteFunding Information:
This research was supported in part by grants from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education. However, these contents do not necessarily represent the policy of the Department of Education, and endorsement by the Federal Government should not be assumed.
- American sign language (ASL)
- E-assessment systems
- Online assessment environment
- System design