Explore the effectiveness of a multi-level assessment protocol for online learning

This study examines the effectiveness of a multi-level assessment protocol for online learning, particularly the use of reflection and self-assessment as learning and assessment tools, by capturing and interpreting five graduate students’ experiences in an online assessment course. Data were collected through surveys, reflection questions, self-assessments, pre-assessments, and module assessments. Likert-scale survey questions and selected-response reflection questions or assessment items were analyzed by counting responses or tallying correct answers. Open-ended survey questions, reflection questions, and assessment items were analyzed qualitatively using thematic analysis. Results reveal that combining traditional tests with reflection enhances assessments as learning tools, emphasizing the necessity of carefully formulated reflection questions. For self-assessment with constructed-response tests, providing students with illustrative responses and detailed rubrics that clearly state the number and scope of key points expected in responses can help standardize students’ subjective judgments. Furthermore, the unanimous preference for hands-on projects among students and the frustration expressed by some regarding asynchronous discussions underscore the importance of offering diverse, flexible, and engaging activities across various modalities to support learning outcomes. Overall, the findings affirm the enhancement of assessments as learning tools through the amalgamation of traditional tests with reflection and self-assessment, while also pinpointing the need for thoughtful implementation.