ABSTRACT
This chapter explores more ideas for designing electronic assessments, and then also considers how to design rubrics to evaluate new assessments; the rubrics, of course, will be composed using online tools. Mark Sheeran, a French teacher at the Noble and Greenough School in Dedham, Massachusetts, has been using video iPods in his final exam for years. The first part of Mr. Sheeran's assessment focuses on the auditory component: he records mp3 sound files that are downloaded onto the iPods, and students write down answers to questions. Track Changes is a powerful editing tool, which makes it somewhat problematic as a grading tool: it lets people do too much of the work of editing the paper. Now if people can just figure their how to program Word to do all of this automatically, all our grading dreams will be fulfilled. Of course, more efficient grading of papers with technology is only one part of the message of this chapter.
