Expansion Of Virtual E-Assessment Via Framework In Web-Based Courses

Abstract

It is generally believed that assessment has important impact on instruction and learning (Gibbs, 1999; Scouller, 1998). The existence of gaps between educational system and the real world of work cause to materialize e-assessment as an essential component of teaching contexts. In fact, virtual and practical e- assessment provides feedbacks for students to meet what they need for regulation of good performance in the authentic environments. The expansion of virtual e-assessment is one of the controversial issues among training administrators to generate valid and reliable assessments results in higher education contexts by undertaking purposes such as providing a basis for evaluating the quality of instructional context and serving feedback loops for learners by associating themselves in self-assessment to actualize their desires. In the same line, the present paper has an attempt to discuss a conceptual framework for implementation of reliable and valid e-assessment in web-based courses by highlighting viewpoints of different scholars with regard to the role of e-assessment as an integral part of teaching and learning process.

Comprehension of English Conditionals by Advanced Arabic-English Bilingual Speakers

“…Conditionals can also be used to communicate cognitive reasoning, counterfactual, possible and impossible, real and unreal, and hypothetical meanings. Others believe that the major problems in English conditionals are caused by forms, meanings, and time-tense correlations (Nekoueizadeh & Bahrani, 2013).…”