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• How much of the final course grade do you typically allot to testing? How many tests/exams do you usually require? How can you avoid creating a “high stakes” environment that may inadvertently set students up for failure/cheating?
• What expectations do you have for online assessments? How do these expectations compare to those you have for face-to-face assessments? Are you harboring any biases?
• What trade-offs do you see between the affordances of auto-scored online quizzes and
  project-based assessments? How will you strike the right balance in your blended learning course?
• How will you implement formal and informal assessments of learning into your blended learning course? Will these all take place face-to-face, online, or in a combination?

ATTRIBUTIONS

This chapter is a remix containing materials licensed under a variety of open licenses including:

• derivative work of content from The BlendKit Reader, edited by Dr. Kelvin Thompson, available under a CC-BY-NC-SA 3.0 license;