Paper - Refereed

This paper reports on one aspect of a research project to develop an instrument to measure ICT curriculum integration. It refers to other papers by the authors that provide details of the development process and statistical validation of the instrument. It draws attention to theoretical and practical issues that need to be addressed in the design and implementation of such an instrument. The paper also considers recent research that illuminates methodologies supportive of recording and measuring ICT curriculum integration and student attainment.
In this paper, we examine the limitations of online course delivery and management systems in terms of their ability to support authentic assessment. Online courses are often criticized for their emphasis on reproductive learning. We argue that the ability to effectively assess complex learning outcomes is limited by the lack of assessment affordances in the popular course delivery and management systems. Because popular online course delivery and management systems do not support authentic forms of assessment the range of student learning outcomes is restricted to reproductive learning.
Much has been said about the use of ICT in language education, but the reality in Japan is that most students
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