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,… >>>

Many colleges and universities have addressed experiential learning through pre-assessments by allowing students to complete a challenging exam. There has been a rise by many of these same colleges universities to take a specific course that allows students to build their portfolio challenging a specific number of credit courses based on their knowledge and previous work life experiences. WebQuest, in particular, is very useful in assessing the students knowledge and skills; wherein, evaluation and feedback is given to student to help in transformative learning. Ultimately, students will gain a better understanding of how and where they need to focus their… >>>