It is appropriate for the content and assess what you want.
Does it fit the environment.
Is it clearly explained for the student/easy to understand expectations.
What a great question. The three most important things that I consider with the use of technology is
1. Is it the most appropriate tool for the task.
2. Does the student respond well to the use of the particular form of technology
3. The ease of use when it come to this technology.
I feel like in an online environment we already have so many other variables and barriers to get through that ease of use will determine whether the students respond well to the technology tools being used.
Khal,
You make such great points; I want to focus on one that we don't always evaluate and that is documentation, training, or help. The resources available with the product is such an important consideration we don't always make.
Dr. Kelly Wilkinson
Dr. Wilkinson,
When assessing the use of technology assessment tools in an online learning environment, the three most important criteria are:
1. Does the assessment tool meet all the objectives of my assessment?
2. Is the assessment tool compatible with all my students' computer operating systems?
3. Does my assessment tool include a user friendly "Help Video" or "Help documentation"?
Best,
-Khal
Jerri,
Great post! It does amaze me many times the student first gets a look at the technology used for assessment is the time the student is assessed. That is not a good strategy at all.
Dr. Kelly Wilkinson
When assessing a new tool or even the continuation of an existing tool I think one of the first questions would be does it answer the need of the course. If the tool is a great tool but does not fit the subject matter than another tool should be utilized.
Secondly, I would consider the ease of the tool, both from the perspective of the student and the instructor. If the tool frustrates the student to the point that it deters from the assessment it is not considered an adequate tool. The same from the instructor's perspective.
Thirdly, I would consider the effectiveness of assessing student knowledge, performance, or skills. Is this took appropriately assessing the student's knowledge or performance?
Annabel,
You make great points. The enhancement of the student online experience is an interesting comment. I agree with you and students need to be comfortable with the technology. I see educational institutions (state testing) that only use technology for high stakes testing and the students have never used it. How short sighted it that?
Dr. Kelly Wilkinson
Hello,
The following items are the most important things to consider when assessing a technology assessment tool:
1. Will the tool meet the need? It is important that the tool meets the objective and that grading can be easily completed by the instructor.
2. Is the tool user friendly? The tool should be used with ease by the majority of the students. If the tool is difficult, then many student could fail the assessment due to frustration from using the tool.
3. Will the tool enhance the student online experience? The tool should assist the student in better understanding the material in the course. A tool should only be added if it would benefit the student and their learning experience. The tool needs to be useful to both the instructor and the student.
Warm Regards,
Annabel
Dr. Eileen ,
That is true! You don't want the technology to become the barrier to assessment. Students must be comfortable with the technology before the assessment is administered.
Dr. Kelly Wilkinson
Dr. Eileen ,
Nice post. I agree with you, students need to think of the feedback as. . . feedback not just a grade. You want the feedback to be constructive and focused on a behavior not a person.
Dr. Kelly Wilkinson
Aundrea,
What a great post! You are right, we have to make sure we know what to consider before we assess. It snot just about the input, it is about the output and interpretation.
Dr. Kelly Wilkinson
Hi Don,
I agree, tools that do not work the way they are supposed to are the worst. Anything that causes delay for the instructor or for the student becomes very frustrating and may lead to not completing the feedback.
The first thing I consider is how can I provide the best feedback in a way that the student can access and understand. Since our school has a basic set of software that is used for all classes, I generally rely on using the assessment tools provided in that software.
The second thing I consider is how to make the feedback interesting and informative without being seen as a rebuke. I want students to understand that if I am not helping them improve, I am not doing my job as an instructor.
Thirdly, I want to make sure the feedback is available to the learner in as many types of technology devices as possible: tablets, intelligent phones, etc not just by computers.
Eileen Gallagher
First, I consider exactly what it is that I must assess. This can be dictated by the subject matter or class content. For example, if I am teaching an English course, I would be more apt to use digital portfolios or essay tests in order to see how well the students write. Second, I would consider accessibility and if the tool is user-friendly for the student and myself. If the tool is not compatible and provides ease of use in order to properly measure progress and need, the tool is not useful for either party, or the instructor has not maximized the functions of the tool. Third, I would consider the type of assessment necessary for the class. Certain tools will complement the students' ability to learn the subject, and thus their ability to be assessed based on their optimum ability and learning style. For example, when considering project-based assessments, Web quest is an awesome tool because it lends itself to various methods of learning. Although the students have different learning styles, the assessment for the class as a whole is cohesive since it covers various types of learning styles.
Robin ,
You make a great point; do you need an assessment at a certain point. Timing is everything. The tool also should measure what you want it to measure. You should not have to make it fit!
Dr. Kelly Wilkinson
First I would try to look at it from the student's perspective to see if the assessment makes sense from there point of view as far as what they have read/learned during the course topic. Second I would ask myself does this tool really fit what I am trying to measure and third are there other more appropriate assessment tools that would work better in this particular circumstance.
Donald,
All of your comments are correct but I would like to focus on comment 2. Output can be so overlooked but may be the most important part of the technology. The technology can be easy to input data and easy to facilitate the assessment but can be HORRIBLE to glean information from. That is one of my pet peeves in technology.
Dr. Kelly Wilkinson
Donald,
All of your comments are correct but I would like to focus on comment 2. Output can be so overlooked but may be the most important part of the technology. The technology can be easy to input data and easy to facilitate the assessment but can be HORRIBLE to glean information from. That is one of my pet peeves in technology.
Dr. Kelly Wilkinson
In my mind, the three most important things to consider are as followes:
1. Does the tool function correctly? In other words, does the tool function as advertised. In my opinion, there is nothing worse than a tood that doe not work correctly.
2. Does capture the data in a form that is easy to analyze and evaluate? A tool that does not collect the data correctly, or does not correc tthe right data, should be abandoned.
3. Is the tool easy to use? If the tool is difficult of complicated to use, then mistakes will be made, and the tool will not be used in the long run.
Kelly,
What a great idea! Yes, what are the objectives of the technology itself? Was it really intended for the purpose for wish to use it or is it being forced to use it for my purpose. I have actually had problems using technology that the manufacturers were trying to "sell" to us for a specific purpose that it was not designed for. It never worked.
Dr. Kelly Wilkinson
