Assumptions:
1. It was assumed that participants would understand the language of assessment and how to respond correctly to the questions.
2. It was assumed that participants would understand the structure and scope of the study and its implications.
3. It was assumed that all participants were objective and accurate in self-assessing the effectiveness of their learner assessment strategies and methodologies.
4. It was assumed that participants were objective about their own professional practice.
5. It was assumed that the data would reveal the use of authentic assessment.
6. It was further assumed that participants would complete the survey within the time frame given.

Limitations of the study:
1. Response burden is considered to be a primary limitation when collecting survey data. Response burden is usually quantified in terms of how long the survey takes to complete. Other aspects of response burden include how difficult it is to provide the desired information and how sensitive the respondent is about providing the information. As Zukerberg and Lee (1997) suggest, “Completing a survey is often a novel experience for respondents” (p. 1). In order to lower response burden, careful attention was given to the following aspects of the survey: design and implementation of the survey instrument, explanation of terms, clear instructions for completion, length of survey, time required to complete the survey, anonymity of respondents, and password protection.
2. The audience of participants was limited to members and conference attendees of academic organizations whose primary focus is the integration of technology into instruction.
3. The participants were limited to instructors who teach introductory computer science, information technology or similar computer applications courses either totally online or with some online components.
4. The participants were further limited to instructors within the above groups who volunteered to complete the online survey after an initial e-mail solicitation to organization members.