While it may be a function of my primary teaching area (accounting, the provision of a model answer troubles me. Sad to say, but cheating appears to be rampant in the online environment. I know I cannot stop it, but I prefer not to be an enabler of the process. When it comes to accounting problems, while it does take more time, I think it makes more sense to assist the student by addressing the point at which s/he took a wrong turn rather than simply providing the model answer. I am pleased to see some universities using algorithmic based… >>>

While much of accounting, which I teach online, involves solving specific problems with specific solutions, I also have essay and/or formal APA paper assignments for the learners to complete. For these, I prepare and post the rubrics at the same time the assignment becomes available for the learners. I'm bumfuzzled that the learners ignore the rubrics altogether. I have the distinct impression that the rubrics are not reviewed until I incorporate the rubric into the assignment and return it to the learner and even then, sometimes, I must tell them to look at the rubric which shows exactly where they… >>>

While diagnostic assessments precede and impact formative assessments, I have mixed feelings about them and whether I should know the results of the diagnostic assessments. I facilitate primarily upper level and graduate courses in accounting - a subject that clearly builds on itself. From that perspective, it is imperative that the foundations be sufficiently understood and applied or the learner will not be successful in my classes. Given this as my diagnostic assessment, I rely on the successful completion of certain prerequisites, depending on the basics underlying my class. I do not find it necessary to know the exact grade,… >>>