The three most important things to consider would be the following:
1) does the assessment tool appropriate evaluate the knowledge being tested?
2) are you using a variety of assessment tools that will work for all types of learners?
3) background of the students, will you be testing their knowledge or their ability to use technology?
I would say first of all, make sure the assessment type matches the learning outcome/objective. What is the information that I am trying to relay to the students? I want to make sure that the assessment covers that material. Then determine if it would be better to have knowledge-based assessments or performance-based assessments. Do I want the students to recall information or do I want the students to demonstrate that they have mastery of knowledge? Finally, I would have to decide what type of rubric would be consistent for the assessment. I need my rubric to indclude a set of criteria linked to learning outcomes/objectives in order to properly assess the students' performance consistently.
Throughout this discussion, I see confusion between using technology to create/deliver learning activities and using technology for assessment to determine whether or not course objectives have been mastered. I think there are many more tools/approaches available for the former than the latter. I think we need to be very clear about what we are trying to accomplish and not get too hung up on the attractiveness of the bells and whistles. Technology should not be used for the sake of using technology.
It is my personal belief that because assessment impact student learning, it should be AT THE CENTER of the curriculum design. This is the only way to ensure the quality of online instruction.
Keeping this in mind, I think the 3 most important considerations for technology assessment tools are:
1. Is the tool user-friendly so that both students and instructors are able to figure out how to use the tools easily? If the actual tool is confusing or too hard to learn, then low performance might be due to the student’s frustration and may not actually reflect their understanding of the material.
2. Does the tool take into consideration the growth of the student? In other words, the percentage weight of assignments should weigh heavier as each weeks progresses to account for any student’s natural learning curve. When this is not the case, some instructors have to account for this by grading lighter for initial assignments versus assignment submitted later in the class.
3. Is the tool valid? In other words, does it measure what it is intended to measure in terms of whether the objectives of the class are being met.
It is my personal belief that because assessment impact student learning, it should be AT THE CENTER of the curriculum design.
I think the 3 most important considerations for technology assessment tools are:
1. Is the tool user-friendly so that both students and instructors are able to figure out how to use the tools easily? If the actual tool is confusing or too hard to learn, then low performance might be due to the student’s frustration and may not actually reflect their understanding of the material.
2. Does the tool take into consideration the growth of the student? In other words, the percentage weight of assignments should weigh heavier as each weeks progresses to account for any student’s natural learning curve. When this is not the case, some instructors have to account for this by grading lighter for initial assignments versus assignment submitted later in the class.
3. Is the tool valid? In other words, does it measure what it is intended to measure in terms of whether the objectives of the class are being met.
Trista,
I keep on asking questions until I know what the student doesn;t understand. and then I take it from there
Also good points, Jack! I explain to students in my classrooms, my tutoring sessions, my lab sessions, and open-house sessions that one pitfall of the online learning environment is the inability of faculty to see the "deer in headlights" look on student faces when they're confused. The only way for students to clear that look is to ask for help. We - as faculty and staff of online campuses - can do our best to explain things simply and clearly; but the best thing we can do is to be there to respond to questions promptly and provide further direction when necessary.
Joni,
We are an on line school . We have a tec support 24/7. We have to
In our school we have the students come to campus on the first day of class to make sure that we are all on the same page and evryone knows how to use the equipment and access the system. If a student has difficulty our IT guys fix it right away. Then we are off and running. Having the students meet occasionally on campus is also a good way to touch base and make sure everyone is on the same page.
I believe that the technology assessment tool needs to be user-friendly. I have had experience with a SIMULATION project in an online-classroom whereas students really had a difficult time understanding the requirements.
1. User-Friendly for Students
2. Concept/Application based on theory that they are studying
3. Time-sensitive
Janis
When reflecting over the lesson concerning the use of technology tools in the online environment, there are three highlights I find imperative which comes to mind is consider the functionality of the technology, how well does the technology generate feedback and measure student performance, and what are the pro and cons of the technology?
In order to consider the functionality of particular technology I believe it important to consider what the educational objectives are. Without knowing what objectives and goals I wish to meet, I will not be able to begin to see how well certain technology systems will meet the need. Instructors needs to keep in mind that when choosing a management system and integrate new technology such needs to prove successful to both perform assessment and imitate real world systems to enhance students skills and individual performance to achieve student successes.
Another question an instructor must answer when obtaining new technology is how well does the technology system generate feedback? How well does it measure student performance? As seen in this module it is very important to gather information on effectiveness of course design, which is the basic technology platform. I believe it is important that instructors as well as students engage in surveys on effectiveness of technological online management systems to appropriately balance and analyze feedback. Because we are not all created the same it is important to evaluate student performance using a variety of methods as described throughout module one of this training course. Therefore, I am an advocator for a variety of learning styles and with this variety come different types of assessments. These typically range from knowledge-based assessments to real world applications, in-depth understanding, and critical thinking skills to foster higher level thinking skills.
The third category which come to mind is the pro and cons utilizing technology. While a technological platform may have many advantages, it has to be proper to met out the goal and objectives from the beginning. If the wrong tool is chosen, it may create quite a mess and to avoid costly mistakes it is important to evaluate choices. This is where surveys form faculty and students can be helpful in determining feedback of effectiveness of technological online management systems. It goes back to point one functionality. Does the functionality meet the desired educational objectives in a safe and friendly online environment?
Jolly,
I agree! I think sometimes is is more our faulty regarding the effectiveness of a tool rather than the tool itself.
Dr. Kelly Wilkinson
Jolly,
What great answer! You really understand this, particularly the idea of reliability.
Dr. Kelly Wilkinson
Trista, FYI...effectiveness is a function of the design of the assessment, not technology. For example, criterion referenced assessments (RE: Ralph Mager) measures the attainment of the learning objective criterion statement(s). While technology can enhance accessibility and efficiency, it no more affects the assessment as does the truck delivering groceries to your local store affect your dietary habits.
Reliability: the assessment tool must be technologically adaptabile to multiple online platforms and standards, i.e., SCORM, AICC, LRN.
Relevance: the assessment tool must have the capability to create criterion referenced assessments; norm referenced assessments; and formative-based assessments.
Responsiveness: the assessment tool must be easily transported between different platforms (smartphones, smartpads, clouds) and easily updated and accessible.
Trista,
I like that you have students evaluate the effectiveness of the tools. There is nothing wrong with that!
Dr. Kelly Wilkinson
Jack,
You are exactly right. Little success with technology lead to big successes!
Dr. Kelly Wilkinson
Tina,
I think you have a valid point. I too have had a student that used his/her inability to learn technology as a way of making me teach him/her one on one over the phone. That is neither efficient or effective.
Dr. Kelly Wilkinson
Tina,
Well said! A variety of assessment also provides students to "test" to their strengths. Good answer.
Dr. Kelly Wilkinson
Jennifer ,
I think you make a valid point. We do have to be aware of how we don student assessment. I don't put total grades on students input. It may influence one way or another and I do peer review but grading is determined by me
Dr. Kelly Wilkinson
