L4 2 3

=Assessment tasks are explicitly linked to communication channels. =

Evidence
Students are more likely to take a deep approach to learning if they are intrinsically motivated. To be intrinsically motivated they need to see the relevance and importance of what they are being required to do. This necessitates an appreciation of the structure of the learning activities, the pedagogical approach and how assessment relates to the activities. Also, assessment systems must be unthreatening, fair and the assessment process and criteria should be explicit and transparent to students (Rust 2002).

Assessment must map to what it is that the students have actually been doing. Technology used in assessment should align with technology used in the course and students should be familiar and competent using it.

It is not sufficient that communication tools be provided, there must also be activities designed to encourage their use and support of effective engagement such as set out by Salmon (2000).

A review by Tallent-Runnels et al. (2006) found that multiple studies concluded that it is important to create a learning community in an online class by forming small groups and by allowing students to see effective communication modelled by instructors.

Resources
Some research suggests that it is important to establish a community of learners. This includes establishing study groups early, modelling and reinforcing effective communication, identifying potential problems and designing a plan for dealing with problems (Knupfer et al. 1997).

Students tend to focus on activities where there is a clear link between what they are doing and course assessment. It is possible to create assessment activities that depend for successful completion upon students engaging with a variety of communication channels. For example, Mazza & Botturi (2007) describe an assessment in which students get full credit for ‘posting at least two substantial messages (i.e., something more than “Great, I agree with that”) in four out of six discussion forums’ (p. 258).