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Vol.2 , No. 6, Publication Date: Jan. 7, 2016, Page: 88-97
 is generally lacking the merits of face-to-face communication, instruction, counseling, guidance and follow-up of students' learning achievements. Hence it is urgent for OLS, to adopt a compatible systemic approach to firstly deliver curricula, instruction and learning in more rational manners; to secondly fill the assessment gap which current schooling is suffering, and thirdly to mentor students of blended learning towards their achievement ends. The systemic assessment framework presented in this article for measuring blended achievement in transnational schools as collaborative learning communities is aimed to serve above ultimate reforming purposes.&picture=http://www.aascit.org/aascit/decorators/img/journal/910.jpg)
| [1] | Mohamed Ziad Hamdan, Faculty of Education and Ed. Psychology, Hamdan Academy for Higher Education Online, Selangor, Malaysia. |
Education in public and private schools and higher education institutions is experiencing by beginning of the 21st century accelerating methodical changes from massive residential to online, blended, and wireless teaching and learning. Assessment on another hand, while looked upon as the backbone of educational systems and the steering operational mechanism of classroom educational programs is either neglectfully applied or sporadically practiced as in the cases of diagnostic needs and formative assessments. Further, online schooling (OLS) is generally lacking the merits of face-to-face communication, instruction, counseling, guidance and follow-up of students' learning achievements. Hence it is urgent for OLS, to adopt a compatible systemic approach to firstly deliver curricula, instruction and learning in more rational manners; to secondly fill the assessment gap which current schooling is suffering, and thirdly to mentor students of blended learning towards their achievement ends. The systemic assessment framework presented in this article for measuring blended achievement in transnational schools as collaborative learning communities is aimed to serve above ultimate reforming purposes.
Keywords
Blended Achievement, Blended Formative Assessment, Collaborative Learning Communities, Global Blended Learning Age, Micro Blended Learning Achievement Units, Systemic Assessment Framework (SAF), Transnational Schools
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