I think it is important to consider first, the ease of using it. It should not be hard for the student to understand. Second, it should work. From a technology standpoint, there should be no blank pages when clicking on submit, and there should be some sort of acknowledgment that the input was received. Finally there should be a resource to go to if the tool is not working
When assessing the use of technology assessment tools in an online learning environment,it is important to assess the appropriateness of to tool so that you are obtaining the appropriate feedback from the results
Next, the instructor should be aware of how to use the tool to assist students in case any issues arise.
Thirdly, draw on feedback from student students who have used the assessment tool(s) to want any necessary adjustments before administering it again.
The three most important things to consider when assessing the use of technology assessment tools in an online learning environment include:
1. Effectiveness - If the tool is not effective in assessing the students knowledge it would not be beneficial.
2. Ability to access - Students use various platforms (Windows, Mac, tablets, and smartphones). Will the tool allow all students access easily? Will there be additional setup for some platforms?
3. Ease of use - Assessment can be stressful for students. We do not want to add additional stress to their assessment by selecting a tool that is difficult to use.
Megan,
Great points! Yes, you have to think about the level of learning as it pertains to assessment! That does determine assessment. Great post!
Dr. Kelly Wilkinson
Colleen,
You make very valid points. It is so frustrating for student and instructor both when technology fails particularly during an assessment.
Dr. Kelly Wilkinson
When assessing the technology assessment tools in my online classes, I have to first consider what the ultimate goals of the course are and what skills do the students need to have when the course is completed. If the goals are mostly knowledge level then the assessment tools are going to be (or should be!) different than those courses in which new application skills will be acquired.
Secondly, the knowledge level and comfort level of the students taking the course needs to be factored in. Students in a foundation course or first level course will have very different online needs and skills than someone in his or her capstone course.
Lastly, I do consider how the course fits in with institutional and program assessment goals. It's important to be able to provide the necessary data to the department and institution as appropriate, and not all assessment tools can provide what is needed.
The first thing to consider about the use of technology assessment tools is whether the assessment tool will provide meaningful information on the student's achievement of course objectives. Second, it must be considered whether the assessment tool is appropriate for different learning styles. And third, the reliability of the technology must be considered. I just had a student whose midterm exam was wiped out when she tried to submit it. It turned out that the web browser she was using wasn't compatible with our platform. She had to load Firefox and retake the exam.
Rene,
You make a great point. Communication must be a two way street particularly when trying to determine problems with assessment tools.
Dr. Kelly Wilkinson
Linda,
You are correct! All three are so important, particularly access.
Dr. Kelly Wilkinson
Thomas,
If that is what is in your objectives then that is ok. You have build a rubric that does assess the whole pictures. I do think you make a great point that many rubrics look at the pieces of an assignment and don't assess the whole.
Dr. Kelly Wilkinson
I believe the three most important things to consider are the following:
First, it is knowing how the technology functions.
Second, it is important that students can gain acess to it.
Third, it is important that the assessment can effectively measure student learning.
One is the ability to interact with the technology in order to provide proper instruction to the students. Second, having the students with the capabilities of the technology necessary to complete the course and work, and finally, the necessary COMMUNICATION and was to do so with the professor in order to take care of any problems or even questions that the student or professor may have. It is quite important that the communication be a two-way street.
I believe I have to listen to the type of student I have, then look at my objectives in assessment. This gives me a starting point and the goal line. From that I can try to find the best "structure" of assessment to carry me there.
One thing I have become aware of in grading my ethics/philosophy courses with rubrics is that the rubrics do not "see" the whole picture. For example, a paper might have some sloppy grammar and the APA might be pretty lacking ... but if there is the energy there and I can see the student really working the concepts ... I might want to grade them higher than a paper that has perfect form but no "zest"! Hope that makes sense. :)
Matthew,
Great post, you want to make sure that the assessment tool is not a barrier.
Dr. Kelly Wilkinson
The assessment tool should fit the objectives of the lesson. For example, if the lesson required students to memorize the capitals of the 50 states, a quiz would suffice, or a Web Quest might work, but a simulation would not. Conversely, if the students were required to learn CPR, a combination of a quiz and a simulation would work well.
The assessment tool must fit the learning styles of the students. Normally there will be a variety of learning styles in the class, so a variety of assessment tools. Sticking to one type of assessment tool would give people with certain learning styles an unfair advantage.
The assessment tool must be easy to use. The student must not struggle with the assessment tool itself. It should not be frustrating or cumbersome as to disengage the student from the actual assessment.
Ted,
Reliability of knowledge and of the technology itself is so important. When the technology goes down, there is little learning happening in an online course!
Dr. Kelly Wilkinson
Marcia,
Great post! You are right. A good tutorial that is required goes a long way to help students work through the technology. I think it is important to determine if you are willing to allow a students in an online course that does not have internet access.
Dr. Kelly Wilkinson
The first thing to consider is the ability of the technology to be used to meet the course outcomes. The second is the ability of the students to understand the technology. The third is the reliability of the technology to work effectively.
Ted Framan
The following are some of the important things to consider when using technology assessment tools in an online learning environment:
One of the first things is to provide adequate software training and technical support and set up a Help Desk for both faculty and students.
Second, faculty needs to gain a deeper level of understanding in terms of how to use technology effectively along with a greater sense of confidence in their ability to do so.
Third,ensure that all parties have the correct hardware/software to support the new technology assessment tools.
Dr. Marcia L. Brown
Laura,
You make a great point. Many students will NOT take the time to learn new technology if it is different than what they are familiar with (these students are traditional students). Ease must be a consideration. I also think you make a great point about adaptability of the technology.
Dr. Kelly Wilkinson
