Laura,
You make a great point. You don't want to have frustration creep into your course. That is such a big learning killer.
Dr. Kelly Wilkinson
Ruby,
I have actually used simple assessment tool that will help them assess their own skills. Then you can have a frank discussion about the gaps. I would create it in your LMS and then have students take it so you are not singling people out. We have to have more frank discussions with students with debt mounting for them.
Dr. Kelly Wilkinson
David,
YES! Your first statement is so true. The tools have to work well.
Dr. Kelly Wilkinson
Dana ,
What do you mean by forum? How do you use forum? Is that like discussion?
Dr. Kelly Wilkinson
Nicole,
You make such a good point, does the student have the ability to run the technology. If you have a student that is using the library computer, they may not be able to download specialized technology.
Dr. Kelly Wilkinson
Dr. Cecil,
You make great points. Does it do what you want it to do and is it easy to use for both student and instructor is so important.
Dr. Kelly Wilkinson
corinne,
You have so many great points. You sound like you really use the technology to check the pulse of the course. Great job
Dr. Kelly Wilkinson
When assessing the use of technology assessment tools in an online learning environment, what do you believe are the three most important things to consider?
1. As technology tools assist in the assessment process, it is essential to identify the pros and cons for each type of tool. Without investigating the assessment tools thoroughly, the wrong tool may be selected and the assessment process becomes overwhelming or does not produce the necessary feedback.
2. Technology tools can enhance student learning and provide the instructor with a way to provide timely feedback.
3. Digital portfolios function as a technology assessment tool to provide instructors an opportunity to see the strides a student has made in the understanding of content. The instructor may require students to provide documentation of projects from early in the course and projects completed later in the course.
First, does the assessment tool work well with the technology environment and course content? Second, is the assessment tool easy for both the students and the instructors to learn to use correctly and effectively in the course? Third, does it provide useful and meaningful assessment for determining if the students are achieving the stated course objectives? In most cases, the instructor can only determine the assessment tool’s appropriateness for assessing each student’s progress by actually using the assessment tool in the course.
This discussion could apply equally to technology tools and technology assessment tools. I would agree with most of my colleagues that the students must have access to the tools being used. They also must have an understanding of how the accessments are to be used. What I haven't seen mentioned (and is something that is also important) is the student's type of learning ability. I have had students who could "ace" an oral exam, but the very same questions in written form proved to be a source of confusion and frustration. Just as we must use different ways of teaching to connect to the students, so must we use different ways of accessing the student to get a true picture of how they are learning the material.
Students level of learning, variety to hit all learning syles and best way to convey the material.
The three most important things to consider when evaluating the use of technology assessment tools in an online learning environment is determining the appropriateness of the tool, student usability, accessibility through the online environment. Appropriateness of the tool is determined by considering the functionality of the tool and the types of assessment to be performed. A tool can be capable of providing assessment aspects but if it is cumbersome or limited it might not be the correct tool to use. Students must be able to use the tools effectively with little to no training and be able to get feedback that makes sense for improving their experience and effectiveness in the classroom. Not all assessment tools function well in an online environment ad this needs to be taken into consideration when choosing a tool.
Dr. Wilkinson:
I think the first thing I would look at when considering the use of technology assessment tools in an online learning environment is the students receptiveness to the assessment tool. It would probably be beneficial to research if any statistics are available showing what this new tool can bring up to the online class and to my students. I also would want to ensure that the technology itself is not way above their heads and they are able to maneuver through it with no problems.
The three most importnat things to consider when assessing the use of technology assessment tools is 1) Does the tool measure the student's learning? 2) Can the student use the assessment tool easily? 3) Are there other tools available that do a better job of assessing what is needed for the course.
1 - If the tool doesn't actually measure the student's learning, then it must be changed or one would need to use a different tool. Not all learners are the same, so the same tool should not be used all the time.
2 - How accessable is the tool. If the student doesn't have the required technology, software, hardware, etc. the student may not be able to participate. All students' needs and opportunities need to be evaluated when searching for an assessment tool.
3 - There are a multitude of ways to measeure learning. If we are not using the best assessment tool for the course, what is the best one to use? that is where researching and experience comes in. Research the different ways to assess learning, and then use trial and error to perfect the desired outcome.
I feel some items to consider for the online learning environment are:
Do students have the required equipment and software?
Do students always have internet connections? This is a problem area I've seen often with my students.
How difficult is it to manuver in the classroom. Though the instructions are explicit, some students don't really understand the requirements.
Marie Moran
I think that, first and foremost, the tool must be user-friendly. In my experience, many students are intimidated by new technologies, and this sense of trepidation may hinder their ability to engage fully with the assessment tool. The wording of the assessment must be exceptionally clear and unambiguous, so that the student has a thorough understanding of the expectations placed upon him or her.
Hello Dr. Wilkinson,
The three most important things to consider with using technology assessment tools in an online learning environment is firstly being familiar with the technology function. Does the learner know how to use the functions to complete assessment? I have found that even though the online assessments are very convenient (anytime, anywhere)--be it objective or subjective in nature, the technology can present a challenge. Secondly, does the assessment tool meet the objectives of the course? Lastly, I feel that something else that should be taken into account is --does it reflect what the instructor has presented in the class? I do feel that the results of the assessment may reflect how well the instructor has presented the material to the class.
There are other uses of technology that are very advantageous, and should be explored in online education.
Cheers
Dr. E. Somnarain
Does it get the point across?
Did the student learn anything?
Was it easily understood?
Dr. Wilkinson,
There are many items to consider when using online assessment tools to ensure the most success.
First, the assessment tool used must be easily accessible by all and user friendly. I do not want students getting frustrated with the process/format, etc. and not doing their best on the actual material.
Secondly, the assessment tool used must assess the material and provide the instructor with useful results. Assessments are used for many reasons besides assigning grades. I want to be able to use the results to adjust instruction.
Lastly, I feel another important item to consider is the variety and styles. Everyone knows that students all learn in individual ways and have their own learning style. The assessment tools need to able to adapt to different learning styles.
Sincerely,
Dr. Laura Pogue
Hello Dr. Kelly,
How do you tell a student they just don't have what it takes. I know it is our job to teach them how to do things, but I have students who just don't get the computer. They want to so bad, but just don't have what it takes to move in and out of the course material and have technical complications that slow them down. They call me and literally start crying because they want this degree so bad. I don't know what to tell them. HELP!!
Ruby Whitehead
