Instructors’ Perceptions of Assessment Types and Strategies Used in Online Courses in Higher Education

Abstract

This study used a survey methodology to investigate instructors’ perception of the effectiveness of assessment types and strategies used by online instructors in higher education. Instructors at two universities and one professional organization were invited to participate in the study. One hundred and four individuals completed the survey. Results showed that instructors considered design and multimedia projects as the most effective assessment types. Instructor-graded and individual student assignments were considered the most effective strategies by online instructors. Non-proctored exams and ungraded assignments were considered the least effective assessment types and strategies. Most instructors used text-based feedback and provided feedback on assignments within a week. Significant correlations were found between instructors’ characteristics and certain assessment types and strategies. Results are discussed in the context of the literature.