ABSTRACT
Assessment can seem like one of the greatest challenges facing online psychology instructors today. In the absence of direct, face-to-face communication, is it really possible to accurately ascertain whether students have retained the course material? The authors assert that while online assessment may unfold in a Different context, via a Different medium, using Different tools, adequate, accurate assessment is absolutely possible. In fact, the following chapter should help elucidate how the nature of the online classroom, in particular the depth and breadth of student communication and technology usage, may actually yield better tools for assessment than offered in the traditional classroom! To explore online assessment for psychology, this chapter begins by examining the transition from traditional assessment to online assessment, with a focus on learning outcomes. Then, the ins and outs of online assessment will be presented, including issues pertaining to the creation and grading of assessments including tests, quizzes, and discussion boards. The Troubleshooting section addresses the many questions that online instructors have regarding assessment: How do we know students are who they say they are? How can we safeguard against plagiarism by online students? These issues and more will be presented here.
