Formative assessment functions within online learning. ► Formative assessment by the individual, peers and the teacher. ► Threats to validity and reliability in the context of online formative assessment. ► Ongoing authentic assessment deters threats to validity and reliability. ► Interactive formative feedback addresses threats to validity and reliability. Summary of the 18 key empirical studies included in this review.

The prevailing assumption by some that deep processing promotes stronger learning outcomes while surface processing promotes weaker learning outcomes has been called into question by the inconsistency and ambiguity of results in investigations of the relation between levels of processing and performance. The purpose of this literature review is to examine four areas that may be contributing to the inconsistency and ambiguity of these research results: conceptualization, operationalization, situational factors, and model specification of deep and surface processing.

The paper aims at conceptual clarification relating context and deep learning design. ► The article first explores the nature of 'deep learning design'. ► Context is proposed as the key unit of organization for deep learning design. ► Learning contexts are articulated in terms of principles, heuristics and scripts. ► The impact of the nested nature of contexts on learning design is explored in depth.

Lisa Lane's blog post from August 15th

Interesting overview, though does not say how to incorporate some of the more desired assessments