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	<title>Comments on: Assessment at a Distance</title>
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	<link>http://durandus.com/phaedrus/2006/10/24/assessment-at-a-distance/</link>
	<description>Technology is neither the problem nor the solution.</description>
	<pubDate>Wed,  7 Jan 2009 00:53:05 +0000</pubDate>
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		<title>By: phaedrus &#187; Blog Archive &#187; What&#8217;s Cheating?</title>
		<link>http://durandus.com/phaedrus/2006/10/24/assessment-at-a-distance/#comment-11299</link>
		<dc:creator>phaedrus &#187; Blog Archive &#187; What&#8217;s Cheating?</dc:creator>
		<pubDate>Fri, 24 Oct 2008 13:10:43 +0000</pubDate>
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		<description>[...] One of the on-going discussions about online education is a chronic debate about cheating. What’s cheating? Sure, paying Kurt Vonnegut to write a book report on Slaughterhouse Five the way Rodney Dangerfield did in Back to School is probably beyond the edge. What about looking up the answer online? Or asking Bob? If Connectivism is a valid construct than knowing who to ask becomes an important skill. For years, education has given a wink and a nod to the notion that it’s less important to know a fact than to know where to find the fact when you need it. What’s that do for cheating? How can you cheat? If your goal is to assess how much knowledge about a subject that a learner might be able to bring to bear on a problem, then ask him/her to solve a problem. Few people can cheat a “performance” task where most people might not even realize they were cheating a “knowledge” task. phaedrus » Blog Archive » Assessment at a Distance. [...]</description>
		<content:encoded><![CDATA[<p>[...] One of the on-going discussions about online education is a chronic debate about cheating. What’s cheating? Sure, paying Kurt Vonnegut to write a book report on Slaughterhouse Five the way Rodney Dangerfield did in Back to School is probably beyond the edge. What about looking up the answer online? Or asking Bob? If Connectivism is a valid construct than knowing who to ask becomes an important skill. For years, education has given a wink and a nod to the notion that it’s less important to know a fact than to know where to find the fact when you need it. What’s that do for cheating? How can you cheat? If your goal is to assess how much knowledge about a subject that a learner might be able to bring to bear on a problem, then ask him/her to solve a problem. Few people can cheat a “performance” task where most people might not even realize they were cheating a “knowledge” task. phaedrus » Blog Archive » Assessment at a Distance. [...]</p>
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		<title>By: phaedrus &#187; Blog Archive &#187; Assessment at a Distance</title>
		<link>http://durandus.com/phaedrus/2006/10/24/assessment-at-a-distance/#comment-7172</link>
		<dc:creator>phaedrus &#187; Blog Archive &#187; Assessment at a Distance</dc:creator>
		<pubDate>Wed, 24 Oct 2007 12:13:59 +0000</pubDate>
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		<description>[...] Keeping with the assessment theme, what about assessment at a distance?  Assessment at a Distance o much of what has been written about assessment at a distance is unfortunate. The emphasis seems largely to be on cheating — as in, how do I know my student didn’t pay somebody to take the exam? — and plagarism — how do I keep them from just turning in somebody else’s work. [...]</description>
		<content:encoded><![CDATA[<p>[...] Keeping with the assessment theme, what about assessment at a distance?  Assessment at a Distance o much of what has been written about assessment at a distance is unfortunate. The emphasis seems largely to be on cheating — as in, how do I know my student didn’t pay somebody to take the exam? — and plagarism — how do I keep them from just turning in somebody else’s work. [...]</p>
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