Preface1 A framework for assessment in online learning: The big picture2 The contribution of principles of adult education to online learning and assessment3 What do you believe? The importance of your beliefs about teaching and learning in online assessment4 Authentic, engaging, and quality assessment5 Assessment using e-portfolios, journals, projects, and group work6 Alternative assessments, flexible learning, badges, and accreditation: The age of "open"7 Planning an assessment and evaluation strategy - authentically8 Blended learning, flexible learning, flipped learning, social media, and assessment9 A few words on self-assessment10 Final wordsAppendix: Reflections from the field with contributions by: Stephen Downes, Ellen Rose, Terry Anderson, Archie Zariski, Beth Perry, Julie Shattuck, Dianne Conrad, Rory McGreal, Lisa Marie Blaschke, Gurhan Durak, Noam Ebner, Susan Bainbridge, and Jon Dron
Dianne Conrad spent thirty-three years teaching and researching at Athabasca University in the Centre ofr Distance Education. She is the co-editor of the International Review of Open and Distributed Education and is a member of several editorial boards of international journals. Her research interests include adult and distance education, online learning, and prior learning assessment and recognition. Jason Openo is the manager of the Centre for Integrated Teaching Experiences at Medicine Hat College in Alberta and is a sessional instructor of information services management at MacEwan University.