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Experiences from five graduate students were analyzed using surveys, reflection questions, self-assessments, pre-assessments, and module assessments with Likert-scale and selected-response items, plus thematic analysis of open-ended responses. Findings show that combining traditional tests with structured reflection strengthens assessments as learning tools and highlights the need for carefully designed reflection prompts. Self-assessment with constructed-response tests benefits from illustrative model responses and detailed rubrics to standardize judgments. Students favor hands-on projects, while some report frustration with asynchronous discussions, underscoring the need for diverse and engaging activities across modalities.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/explore-the-effectiveness-of-a-multi-level-assessment-protocol-for-online-learning/600515/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/explore-the-effectiveness-of-a-multi-level-assessment-protocol-for-online-learning/600515.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study evaluate in online learning assessments?","Question",{"text":112,"@type":113},"It evaluates the effectiveness of a scalable multi-level assessment protocol, focusing on reflection and self-assessment as learning and assessment tools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the students’ experiences and assessment data collected and analyzed?",{"text":117,"@type":113},"Data came from surveys, reflection questions, self-assessments, pre-assessments, and module assessments; quantitative items were analyzed by counting or tallying, while open-ended responses were analyzed using thematic analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What practices help standardize students’ self-assessment judgments?",{"text":121,"@type":113},"Providing illustrative model responses and detailed rubrics that clearly specify the number and scope of expected key points helps standardize subjective judgments.",{"name":123,"@type":110,"acceptedAnswer":124},"Why do the findings emphasize offering diverse learning activities in online courses?",{"text":125,"@type":113},"Students showed a strong preference for hands-on projects, and some expressed frustration with asynchronous discussions, indicating the value of flexible, engaging activities across different modalities to support learning outcomes.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},600515,1792090845,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":133,"read_time":148},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","OPEN ACCESS  \nResearch Article  \nContemporary Educational Technology, 2025, 17(4), ep615 ISSN: 1309-517X (Online)  \nExplore the effectiveness of a multi-level assessment protocol for online learning  \nYa Mo 1*  \n 0000-0001-9436-8508  \nEulho Jung 2  \n 0000-0001-7102-4243  \nMeehyun Yoon 3  \n 0000-0003-3337-1660  \n1 Department of Educational Foundations, Leadership, and Technology, Auburn University, Auburn, AL, USA  \n2 Department of Health Professions Education, School of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD, USA  \n3 Department of Education, Chungbuk National University, Cheongju, SOUTH KOREA  \n* [Corresponding author:](Corresponding author: yzm0043@auburn.edu)[ yzm0043@auburn.edu](Corresponding author: yzm0043@auburn.edu)  \nCitation: Mo, Y., Jung, E., & Yoon, M. (2025) . Explore the effectiveness of a multi-level assessment protocol for online  \nlearning. Contemporary Educational Technology, 17(4), ep615. [https://doi.org/10.30935/cedtech/17547](https://doi.org/10.30935/cedtech/17547)  \nARTICLE INFO ABSTRACT  \n\n| Received: 1 Oct 2024\u003Cbr>Accepted: 12 Nov 2025\u003Cbr>INTRODUCTION | 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.\u003Cbr>Keywords: online learning, assessment, reflection, self-assessment |\n| --- | --- |\n\nOnline learning has become the norm in today’s education, yet the assessment structure for online learning remains insufficiently and systematically developed (Li et al., 2019). Assessing students in an online teaching environment is challenging due to the unique instructional mode and assessment complexities. Evaluating students’ engagement levels with online materials, where learning occurs as they internalize newly acquired knowledge (Darling-Hammond et al., 2020), is particularly difficult.  \nInappropriate assessment methods in online education can lead to shallow learning, where students may only demonstrate surface-level understanding instead of true mastery of concepts. For instance, multiplechoice quizzes that emphasize memorization over critical thinking can result in students focusing on shortterm recall rather than a deeper comprehension of the material (Harsy & Hoofnagle, 2020) . Additionally,  \nstudents participating in online courses may face cognitive overload if assessments are not designed to promote incremental and cumulative learning (Alleyne Bayne & Inan, 2022) . Effective online assessments should encourage effective learni","cbCaidDhzLyWzN7O","https://ap.wps.com/l/cbCaidDhzLyWzN7O","pdf",441387,26,"English","# Introduction\n# Review of Literature\n## Assessment Challenges in Online Learning\n# Methods\n# Results\n# Discussion and Implications","[{\"question\":\"What does the study evaluate in online learning assessments?\",\"answer\":\"It evaluates the effectiveness of a scalable multi-level assessment protocol, focusing on reflection and self-assessment as learning and assessment tools.\"},{\"question\":\"How were the students’ experiences and assessment data collected and analyzed?\",\"answer\":\"Data came from surveys, reflection questions, self-assessments, pre-assessments, and module assessments; quantitative items were analyzed by counting or tallying, while open-ended responses were analyzed using thematic analysis.\"},{\"question\":\"What practices help standardize students’ self-assessment judgments?\",\"answer\":\"Providing illustrative model responses and detailed rubrics that clearly specify the number and scope of expected key points helps standardize subjective judgments.\"},{\"question\":\"Why do the findings emphasize offering diverse learning activities in online courses?\",\"answer\":\"Students showed a strong preference for hands-on projects, and some expressed frustration with asynchronous discussions, indicating the value of flexible, engaging activities across different modalities to support learning outcomes.\"}]","Explore the Effectiveness of a Multi-Level Assessment Protocol for Online Learning | PDF",66]