Greetings,
The process of learning needs to be assessed to recognize different learning styles amongst students as well as different levels of learning (Bloom's Taxonomy). Just learning basic definitions does not provide a holistic approach to learning.
Thanks for asking!
Rick
I still remember my dismay when I received a bad grade on an advanced physics exam due to a computation error at the very end. I had demonstrated that I had understood the problem and had reasoned my way through it. That experience changed my own teaching approach and forms of assessments. I am delighted that process is being heralded.
Currently, with the integration of new technology in every aspect of students' lives, process must be part of assessment and process is precisely what new technology demonstrates more clearly than ever before. Using new technology provides students with ways to change things, create new things, and apply learning in new ways and beyond the confines of a pre-set course. Therefore in method and delivery, the focus is on process throughout. That is not to say that the end result is not important. Indeed in many disciplines the end result is vital. It does mean, however, that students have more opportunity to make new paths in their learning and find new ways of achieving the end result and that the level of process innovation is something that should be valued in the assessment.
Betsy,
Yes, there is a great balance potential with blended delivery, I agree.
Dr. Ruth Reynard
In the arena of blended classes, instructors need to evaluate course delivery, and make the from transition from lecturer to content delivery/facilitator.
By creating a learning environment where student can make use of technology tools, students will be able to produce their work, participate fully in the learning process and take ownership of their results.
Giving students the chance (or the gentle professorial nudge) to engage in their own learning via research, group projects, and critical thinking enriches their learning process, and learning outcomes.
With blended, dynamic instructional design and realistic assessments students can have an opportunity to apply what they learned to real life.
Having and using a good evaluation format helps verify not just the cognitive aspect of the learning but the application of the learning. In the automotive field it is more about what you can do first, then how much you know. The old adage of anyone can take a test, but can you fix the vehicle?
Think about an assessment in math. It is not as important to get the right answer as it is to understand how you got the answer. If a learner cannot repeat the process or understand the process, the learning is of no value. When the learner attempts another mathematical problem, if they do not know the process they will most likely fail at achieving the correct answer or accidently stubmle across the correct answer.
Michael,
What methods do you currently use with your students to evaluate their learning?
Dr. Ruth Reynard
Learning outcomes are not always reflective of the development of the individuals critical thinking capabilites but the assessment of the learning process rewards the effort driven aspects of the learning process and the connections that are developed along the way.
Margarette,
As literature teacher you for sure have a "head start" on the importance of process. I agree that blogs provide a great tool to evaluate the learning process throughout. I have found this to be true using blogs with my students...
Dr. Ruth Reynard
This is a tricky question for a writing teacher to answer because writing *is* a process, so the learning outcome is to see improvement in the process.
With literature, it's always been about the journey of discovery--but today's technology allows me faster access into students' processes and allows allows for sharing.
I've always had my students write a response journal to literature, but now they can share their responses via blog and get feedback from other students. This is a great way to see their process.
I guess for English teachers, at least most of us, it's never been about outcomes. It's always been about process. Or maybe that's me. Writing and literature are journeys, not destinations.
During my years of teaching, I have noticed that students can memorize material to meet learning outcomes; however, they must also have the ability to apply what they have learned. Application of learning can only be ascertained through the evaluation process and through rubrics. First, having rubrics in the course will let the student know the grading criteria and how course concepts will be evaluated. Furthermore, a rubric acquaints all students with a preview of learning outcomes and course expectations; therefore, there are no surprises.
Moreover, it is essential to evaluate the process of learning with several mini-projects, and then a final project that will provide a summative evaluation. For example, a final research paper based on the course concepts and course outcomes affords the student the ability to demonstrate critical thinking, competency of material and application of learning. Hence, this offers all students the same evaluative criteria; however, each student's application of what they have learned will be based on their own knowledge and each paper will contain a different point-of-view. Any thoughts?
Take care...
Naomi
Because in the new world of instant access to knowledge the process of locating and evaluating information has become more important than simply responding to questions on a topic. Learning is no longer a linear process but a non-linear one. As Dr. Deming often stated, a college degree is merely a learner's permit.
Thomas,
Yes, many students struggle with conventional testing methods which is why it is vital that instructors find multiple ways to evaluate learning if every student is to be accomodated. Good points...
Dr. Ruth Reynard
Because different students learn differently its important to develop different ways to measure the learning. Most tests don't test learning as much as they test memory and test taking skills. They may be easy to evaluation but they may not really reflect what the student has learned.
My wife is a good example. She comes from a non-western culture and always has problems with traditional tests, not because she doesn't know the material but because of she wasn't exposed to such tests until she was an adult so she is not used to providing answers in such a tightly structured situation. When she is tested in interviews and using essay questions without time limit she does well.
Rebecca,
Yes, there is a difference between information and knowledge - thinking through issues and ideas is central to effective learning. What kinds of assessments have you used that really demonstrate what a student knows rather than simply remembering information...?
Dr. Ruth Reynard
Because the answer is not the point. How you get there is the point. This is the issue that most educators have with standardized tests. They prove that students can fill in blanks, but they do not demonstrate whether the student understands the implications of what he or she has covered. Johnny may know that the Declaration of Independence was signed in 1776 and the Constitution did not go into effect until 1789, but does he know why? Does he understand everything that happened in between, and how that influenced the founding documents for the United States?
The purpose of education is not to fill people's heads with facts, but to teach people how to think for themselves, investigate issues and ideas for themselves, and come to conclusions themselves based on the evidence they have gathered. Sadly, most students just want to know what answer you as the teacher want because that is easier. I would hope that this new research will help us better develop measurements of process rather than outcome.
If online learning is going to make a real impact in your organization, you'd better have better reasons to justify the investment than "well, everyone else is doing it". Evaluation takes a bit of work, but then nothing was ever achieved without a little effort. There are many good reasons for measuring the success of your online learning program. To validate education / training as a business tool: Online education / training is one of many actions that an organization can take to improve its performance and profitability. Only if training is properly evaluated can it be compared against these other methods and can you expect it, therefore, to be selected either in preference to or in combination with other methods. To justify the costs incurred in education / training: We all know that when money is tight, training budgets are amongst the first to be sacrificed. Only by thorough, quantitative analysis can training departments make the case necessary to resist these cuts. To help improve the design of education / training: Online education / training programs should be continuously improved to provide better value and increased benefits for an organization. Without formal evaluation, the basis for changes can only be subjective. To help in selecting education / training methods: These days there are many alternative approaches available to training departments, including a variety of classroom, on-job and self-study methods. Using comparative evaluation techniques, organizations can make rational decisions about the methods to employ.
Janelle,
Very true...so the more we expand the learning options and opportunities the more likely it will be that students will be engaged and participate.
Dr. Ruth Reynard
Much of the actual learning that takes place in the course does not occur in the 2 or 3 hours of testing (midterms or finals) that are often the only tools used to assess the outcome. Many students are inappropriately assessed, some receive a better grade because they perform well on these types of exams,but have actually not really learned anything, and others have actually learned alot that is never tested. Process based assessments would better reflect the actual learning that takes place for the student. The assessments will also better guide teachers to process improvement and create even better more engaging classroom environments.
