Executive SummaryAccording to Martell and Calderon (2005), assessment is an ongoing process that involves planning, discussion, consensus building, reflection, measuring, analyzing, and improving based on the data and artifacts gathered about a learning objective. Assessment encompasses a range of activities including testing, performances, project ratings, and observations (Orlich, Harder, Callahan & Gibson, 2004).Impacting education from early childhood through graduate studies, the assessment movement is based on standards and outcomes, measuring results, and holding educational institutions accountable for student learning. Oversight bodies and accrediting agencies are beginning to require the establishment of learner-centered outcomes that reflect the well-rounded knowledge, competencies, and abilities preferred in today's students; the alignment of curriculum to reflect the desired progression and cognitive development of learners; the collection of data that demonstrates the satisfaction of learning objectives; and the use of assessment information to inform decision making (Buzzetto-More, 2006).The use of information technologies and e-learning strategies can provide an efficient and effective means of assessing teaching and learning effectiveness by supporting traditional, authentic, and alternative assessment protocols (Bennett, 2002). According to Vendlinski and Stevens (2002) technology offers new measures for assessing learning that will yield rich sources of data and expand the ways in which educators understand both learning mastery, and teaching effectiveness. The use of information technologies and e-learning to augment the assessment process may include: pre and post testing, diagnostic analysis, student tracking, rubric use, the support and delivery of authentic assessment through project based learning, artifact collection, and data aggregation and analysis.The purpose of this paper is to provide insight into the origins, evolution, and key concepts of assessment as well as illustrate some of the ways in which technology and e-Learning serve as the most promising mechanisms for satisfying assessment goals and objectives. This work is based on an exhaustive review of literature, the analysis of a number of critically acclaimed assessment programs, as well as the authors' own work in the development and use of e-Learning in the design, and implementation of an assessment program at a mid-sized institution of higher education located in the rural Eastern Shore of Maryland in the United States. The program being profiled includes computerized longitudinal testing, online diagnostic testing, competitive networked simulations, rubrics, student discussion transcripts, taped presentations, and electronic portfolios.

Electronic portfolios are a student-centered outcomes-based assessment regime involving learners in the gathering, selection, and organization of artifacts synthesized into a compilation purposed to demonstrate knowledge, skills, and/or achievements supported by reflections that articulate the relevance, credibility, and meaning of the artifacts being presented. Electronic portfolios have been found to be a valid way to document student progress, encourage student involvement in assessment, showcase student work samples, promote students professionally, and provide a method of student learning outcomes and curriculum evaluation. However, electronic portfolio adoption represents a sizable commitment that is influenced by a number of variables and that requires foresight as well as a thoughtful strategy. This paper presents a model for selecting, designing, and implementing an electronic portfolio project and illustrates its application through the presentation of a detailed case study of a successfully implemented and ongoing electronic portfolio project used as a comprehensive assessment measure to determine degree mastery in the Department of Business, Management, and Accounting at the University of Maryland Eastern Shore. The model introduced in this paper is known as the Pentagonal E-Portfolio Model, named such for its five levels: 1) Level 1 - Identification of Needs; 2) Level 2 - Determination, Assessment, & Budgeting; 3) Level 3 - System Selection and Strategic Planning; 4) Level 4 - Development; and 5) Level 5 - Implementation and Continuation.

Aim/Purpose: This paper presents the preliminary findings of a pilot survey that sought to examine the technology uses, backgrounds, needs, interests, career goals, and professional expectations of Generation Z students enrolled at a minority serving institution in the United States Mid-Atlantic region. Background: Students entering college today are part of Generation Z born in the late 90’s through 2016. Known for their short attention spans and heightened ability to multi-task, they already outnumber millennials and are the first true digital natives born during the age of smart phone. Methodology: In the fall of 2017, an online student perception survey was piloted with stu-dents enrolled at a mid-Atlantic minority serving institution. The survey included a combination of dichotomous, Likert-scaled, and ranking questions. The survey was administered electronically using the Survey Monkey system to students following completion of core computer concepts courses and explored their technology backgrounds, skills, perceived computing self-efficacy, and the role they predict technology will play in their future career. The data was subsequently exported to Microsoft Excel and SPSS where descriptive statistical analyses were conducted. Contribution: As Generation Z descends on college campuses, with their technology domi-nated backgrounds and different communications, learning, and social prefer-ences, it is important to better understand this generation whose needs and expectations will help shape the future of higher education. Additionally, this study also provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the litera-ture, reports is impacted negatively by the digital divide and educational inequalities. This paper is timely and relevant and helps to extend our understanding of Generation Z. Findings: The findings show that Generation Z learners enrolled in a minority-serving institution enjoy computer classes, feel that using computers comes easy to them; and perceive themselves as experts in the use of social media, mobile operating systems, using a smart phone, searching the Web, and email. Participants also reported that they want to be more technologically literate, want to be more skilled in computer software applications, and are interested in learning about cyber security. In terms of the future, most respondents also believe that their career will require them to analyze information to inform decision making. Additionally, most stated that information security will be important to their future career. Finally, the results affirmed that college computing courses remain important and that college students recognize that technology will play a crucial role in their career with employers wanting to see job applicants with strong technology skills. Recommendations for Practitioners: Generation Z learners enrolled in higher education need, and want, a wide range of technology courses available to them in order to help them meet the rapidly evolving demands of tomorrow’s workplace. Students in this study overwhelmingly see the value in enhancing their technology skills especially in such areas as computer software applications, information management, and cyber security. Recommendation for Researchers: Institutions of higher education should invest in thorough and ongoing examinations of the information and technology literacy skills, needs, and perceptions of students. Impact on Society: Understanding the interests and needs of Generation Z learners is imperative to the future of higher education. Future Research: This survey is a work in progress that is part of a pilot study that is being used to help guide a much more sizable examination of Generation Z learners.

Executive SummaryElectronic portfolios are a student-centered outcomes-based assessment regime involving learners in the gathering, selection, and organization of artifacts synthesized into a compilation purposed to demonstrate knowledge, skills, and/or achievements supported by reflections that articulate the relevance, credibility, and meaning of the artifacts being presented. Electronic portfolios have been found to be a valid way to document student progress, encourage student involvement in assessment, showcase student work samples, promote students professionally, and provide a method of student learning outcomes and curriculum evaluation. However, electronic portfolio adoption represents a sizable commitment that is influenced by a number of variables and that requires foresight as well as a thoughtful strategy.This paper presents a model for selecting, designing, and implementing an electronic portfolio project and illustrates its application through the presentation of a detailed case study of a successfully implemented and ongoing electronic portfolio project used as a comprehensive assessment measure to determine degree mastery in the Department of Business, Management, and Accounting at the University of Maryland Eastern Shore.The model introduced in this paper is known as the Pentagonal E-Portfolio Model, named such for its five levels: 1) Level 1 -Identification of Needs; 2) Level 2 -Determination, Assessment, & Budgeting; 3) Level 3 -System Selection and Strategic Planning; 4) Level 4 -Development; and 5) Level 5 -Implementation and Continuation.

Purpose This study examines potential causal interactions between a dominant economy and its trading partners, with the view of verifying surmised economic contagion effects traditionally presumed to emanate from dominant economies toward trading partners. Design/methodology/approach The study used the Toda–Yamamoto Wald test approach to bi-variate causality analysis. Findings This study verified the existence of the economic contagion phenomenon; Estimated empirical evidence failed to fully support the presumption that such contagion effects mostly emanates from dominant economies toward trading partners, all things being equal. For instance, although this study found significant economic contagion effects emanating from the US economy toward the Chinese economy, the authors also detected six different uni-directional causal interactions with the direction of causality emanating from trading partners toward the US economy. Originality/value The uniqueness of this study stems not from its verification of the economic contagion phenomenon using equity market-related economic uncertainty as the potential contagion. This study fills a gap in the present literature by focusing on the happenings in the equity market as the potential candidate of the economic contagion phenomenon between a dominant economy and its key trading partners.