ABSTRACT
In-class examinations and online homework are the primary types of assessments used in blended language courses. Even with the reduced in-class time of blended courses, instructors and programs seem to be finding it difficult to give up paper-based and face-to-face in-class assessments as a primary strategy. Many are using online assessment as a supplement to, rather than a replacement for, traditional paper assessment. Instructor control over the design of assessments and rubrics varies widely, ranging from 33% to 73% of participants by assessment type. Some instructors indicated that examinations do not match up with the teaching methodology of the course. Some instructors spoke about revising their assessments to make them more relevant to the course or about trying both online and in-class assessment methods to choose what works best. Students rated instructor feedback as most useful, but especially when provided on paper or in person, rather than online. Another assessment theme emerging from interviews was the journal. Whether for feedback, vocabulary, or homework, the journal provides an ongoing cycle of submissions and feedback at regular intervals, giving instructors the regular chance to check up on student work and influence work in future assignments.
