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Web-based course assessment is a new thing at China's Open University – China Radio and Television Universities (China RTVUs). This article reports an innovative pilot study in this research area. The experimental course for integrated web-based assessment in this study is Advanced English Writing, which is a compulsory course in the B.A. English programme at China Central Radio and Television University (CCRTVU). The study started in March 2005 and it is still in progress at the moment. This article first describes the webbased assessment design of the course and the implementation procedures. Then it moves on to report some initial feedback from the student participants on the pilot study. The article ends with a tentative plan for further actions based on the current study.

This study aims to identify the gap between the requirements of the accreditation bodies and the widely used learning management systems (LMSs) in assessing the intended learning outcomes (ILOs). In addition, this study aims to introduce a framework, along with the evaluation of the functionality of the LMS, for measuring the ILO.

A qualitative method was deployed to examine the gap between the requirements of the accreditation standards and the LMS functionalities. The researchers collaborated to design a mechanism, develop a system architecture to measure the ILO in alignment with the accreditation standards and guide the development of the Moodle plugin. The appropriateness and effectiveness of the plugin were evaluated within the scope of assessment mapping and design. Focus group interviews were conducted to collect feedback from the instructors and program leaders regarding its implementation.

The results of this study indicate that there is no standardized mechanism to measure course and program ILO objectively, using the existing LMS. The implementation of the plugin shows the appropriateness and effectiveness of the system in generating ILO achievement reports, which was confirmed by the users.

This study proposed a framework and developed a system architecture for the objective measurement of the ILO through direct assessment. The plugin was tested to generate consistent reports during the measurement of course and program ILO. The plugin has been implemented across Gulf University’s program courses, ensuring appropriate reporting and continuous improvement.

Learning assessment is defined as assessment and evaluation of the learners' learning activities, process and outcomes. In recent years, as the Internet access is increasingly available, a majority of distance education providers in China have succeeded in delivering programs and support services through modern communications technology, in particular, the Internet. However, as far as the education assessment mode is concerned, the conventional paper-pencil test or endof-course assessment is still overwhelmingly employed for measuring learning outcomes. Therefore, the exploration of web-based learning assessment mode is not only the practical need for conducting open distance instruction and assessment reform at China Central Radio and Television University (CRTVUS), but also has become a hot research topic in the whole sphere of distance education. Under this circumstance, the Examination Center in CCRTVU began to show research interests in exploring web-based assessment mode. As a consequence, in 2005, the Center applied for and launched research project "Practice and research on web-based learning assessment in open and distance education", which is approved by Ministry of Education as a key project program of 2005. This article reports the important research contents of the project. This article first describes the core achievements of the project-namely, design and implementation of the web-based assessment system, principles in creating assessment scheme for the mode, and the mechanism. Then it moves on to report feedback from the pilot population about the application of the web-based learning assessment mode in the two semesters of year 2005. The article ends with the discussion of innovations the research has made.

The goal of this research is to demonstrate how web‐based applications improve the effectiveness of a very important human resource (HR) function. It proposes a framework of a web‐based training needs assessment system for HR professionals to effectively assess employee needs for competency‐based training.

A conceptual framework of a survey‐based training needs assessment using the Internet was developed. A use case detailing a walkthrough of a prototype system developed under this proposed framework was created to illustrate how this system works. A two‐phased operation test of the prototype system was then conducted to assess how well human resource (HR) managers would accept and adopt this technology to develop organizational competencies. The first phase involved demonstrating the use case to a group of experienced HR managers and polling their opinion toward the system. The second phase involved one‐on‐one interviews with three select HR managers who were asked to experience the prototype system hands‐on.

HR managers from both phases of validation demonstrated positive acceptance of both the needs assessment model and the process improvement generated from the web‐based prototype system.

The qualitative validation test was conducted to a small sample of Taiwan's HR managers. Caution is advised when generalizing the positive results to other regions or countries with more advanced IT applications in HR practices.

This study contributes to the HR practice in several ways. First, it qualitatively confirms that HR professionals accept a competence‐based approach to build company's training curriculum. Second, it observes a lack of effective tools to help HR professionals in the task of training needs assessment. Third, it shows that HR professionals do recognize the power of web technology in helping them become more efficient.

Formal competency‐based training programs are rarely implemented in the real world because the process required is both tedious and time‐consuming. This paper adopts Internet technologies in a conceptual model for effective competency‐based training needs assessment, and presents an efficient web‐based tool to assist HR professionals in the needed analysis.

Empirical research has demonstrated that web-based classes offer similar learning outcomes as face-to-face classes. The purpose of this paper is to examine the unintended effects of delivery method (web-based or face-to-face) on student learning, competency development, and student engagement.

Exam grades and a survey were collected from 180 undergraduate business students at a public university in the Southern USA. All students were enrolled in the same course, taught by three instructors.

One-way analysis of variance of the mean showed that declarative and procedural knowledge attained was not statistically significantly different for web-based or face-to-face instruction. However, students in the face-to-face sections reported higher attainment of cognitive intelligence competencies, social intelligence competencies, overall student engagement, emotional engagement, cognitive engagement in class, and cognitive engagement out of class although these outcomes were not specifically targeted as learning outcomes.

Research participants all came from one course, at one university.

There are potentially beneficial, unintended outcomes associated with face-to-face courses. Web-based learning courses may require a redesigned approach that addresses these benefits by adding course elements and tasks that increase student engagement and creates opportunities for development of cognitive and social intelligence competencies.

Little research has been conducted on unintended learning outcomes such as competency development and student engagement. Therefore, this study demonstrates that educators should consider factors beyond learning assessment when comparing web-based to face-to-face courses.

In tandem, tiered instruction and assessment offer the opportunity to analyze the outcomes of specific levels of information literacy. Tiered library instruction establishes a framework to meet the instructional needs of students at all levels of enrollment. Assessment offers a value‐added dimension to a library instruction program. It provides a beginning point to ascertain the program’s effectiveness and to guide direction for future instruction. Although assessment is considered essential to program development, a review of the literature found little information on the use of a Web‐based evaluation tool. This paper describes the development of a curriculum‐integrated and tiered instruction program over the course of five years and the implementation of a Web‐based assessment tool as a mechanism for establishing levels of information literacy.

This paper seeks to describe the development of a web‐based system for managing and assessing suppliers, presenting the system design and interface of the prototype and discussing the applicability of the system.

In this paper critical assessment criteria and factors for managing supplier quality (MSQ) were identified through literature review and a mail survey of manufacturers in Hong Kong. Using the Analytic Hierarchy Process methodology, a self‐assessment model comprising these criteria and factors was developed. Industry experts were invited to determine the relative weighting of these criteria and factors. A software was developed to support the assessment system.

The findings in this paper identified criteria addressed strategic alliance, supplier development and supplier monitoring. The critical factors encompassed buyer‐supplier partnership, technology and information sharing, sourcing strategies, supplier evaluation and motivation, and issues on performance measurement and improvement. A self‐assessment model comprising these criteria and factors was developed.

The paper shows that in future work, more best practices of supplier management will be identified to enrich the knowledge base of the system in order to further develop the assessment system to an expert system.

The findings in this paper were incorporated to develop a prototype web‐based system for self‐assessment with promising industrial validation results.

In this paper, a novel self‐assessment system was developed for supplier quality management. It is of great value for quality management theory and practice.

As companies grow and evolve, they inevitably face an influx of new personnel and changing responsibilities of existing staff members, often resulting in an increasingly complex organizational design. During periods of rapid organic growth, new layers of management and labor may be created as a reactionary, rather than a planned activity. This often results in redundancy of responsibility and confusing communication channels within the company, ultimately impacting financial performance. The purpose of this paper is to describe a case study of significant organizational change that was accomplished using assessment center philosophy, combined with web‐based technology.

Concurrent Technologies Corporation (CTC), a research and development professional services organization that rapidly grew its workforce to over 1,400 was faced with these challenges, resulting in direct labor billings losses. Upon strategically designing a new organizational structure, CTC was faced with making critically important staffing changes. A modified assessment center approach using web‐based technology was employed to rapidly select the best candidates for these new positions.

It is the authors' contention in this paper and practice in the implementation of this organizational realignment that practicing managers who have extensive experience with middle managers can effectively evaluate them on assessment center dimensions without observing them in assessment center simulations. These enlightened assessments leveraged web‐based technology, while avoiding the costly and time‐intensive simulation and exercise phases of the traditional assessment center.

Based on the authors' experience with CTC, combining this modified assessment center approach (evaluating managers on competencies without using simulations and exercises) with web‐based technology can provide organizations with a powerful tool for implementing fast and effective organizational change. This new and original approach can support executives in evaluating managerial talent and realigning organizational structure.

The paper proposes addressing the design and implementation of a web‐based risk assessment system that enables remote project team members to assess the risks at the conceptual design stage.

The prototype system is based on a client/server architecture and uses fuzzy logic and web‐based technology. A risk assessment scenario is used to demonstrate the operation and benefits of the prototype system.

The research found that the use of a web‐based risk assessment system for distributed project team members has major benefits in terms of use of linguistic terms to express risk assessment, ease of communication, ease of maintenance, and greater consistency, among others.

There is scope for enhancing the system through the development of a risk management module, improving the user interface and making specific provisions for different project types.

The move in industry towards collaborative working practices is supported by systems such as this. Risk assessment is an important area that requires the input of all team members, if evenly distributed.

This paper has presented an innovative approach to risk assessment for distributed project teams. It will be of interest to all parties involved in construction projects, particularly those involved in risk assessment.