Hmmm, I suppose we first need to assess the assessment eh? I would first ask does the mode of assessment match the subject being taught? It should be something that allows clear understanding of the material to be measured (a T/F quiz for instance may not be the best choice to measure understanding of a studio art methodology). Second, does the mode of assessment allow for constructive feedback appropriate to the subject? And finally, does this assessment tool allow both instructor and student to measure progression through the material? Very rarely do we find that projects exist in a vacuum.
Well from the regular non-online classes I have taught, I had learned the following:
Designing the course structure that requires student to speak up and participate in class,is definitely constructive start. Why?
Because it offers students the concept that you are just as important as the highly participating A+ student in class. It lends itself for students to take ownership during class which in turn will allow them give feedback more easily and speak up.
Hi Jenny,
I like your third with properly addressing student concerns and giving consideration to their voice. Many times students do provide good feedback, but that feedback is not channeled to faculty or administration to bring change. I would be curious how much feedback is solicited for some of the course designs and rubric creation. Gaining feedback from current and prior students would be very valuable.
Dr. Kelly,
I would rank the top three important things to take into consideration when choosing an assessment tool to include:
1) Student access to technology
2) Student knowledge on technology
3) Effectiveness of assessment to meet learning objectives.
In the campus that I teach at, we currently only have one computer lab. This poses problems when trying to facilitate something computer based for students. Our online courses, in contrast, provide excellent means to leverage new technology tools to enhance the student experience. Currently our online courses only provide auto-graded assessments and some YouTube videos. Enhancing to include more interactive project/performance based tools could greatly improve the student experience and retention of information.
Randall,
You are SOOOO true. Just because these digital natives can text facebook doesn't mean they are productive!
Dr. Kelly Wilkinson
It is important to realize the very different set of skills each student will bring into the class. As a tech savvy person, it's easy for me to assume my students (especially those deemed "digital natives") are as proficient as I am. However, this is often not the case.
Stacy,
Yes, and don't you think that we as educators get "sucked in" to the idea that these students are very technology society? I caution all educators to watch for the students that have selective technology skills
Dr. Kelly Wilkinson
Like many of you, I feel the most important considerations in the use of technology assessment tools include the students' ability to use the technology tools and allow the students multiple attempts to complete the first online assessment so that the students become comfortable and less fearful of the assessment.
Jenny,
Great answer! Which do you see is the key to assessing technology?
Dr. Kelly Wilkinson
1. proper access and usage of the technology
2. ongoing communication with the instructor to make sure the course objectives are being met
3. properly addressing student concerns or questions where they feel their voice is properly being heard and taken into consideration
Cheryl,
You are right about the technology skills of students. Students are coming to us such a variety of skills.
Dr. Kelly Wilkinson
It is important to make sure that all of the technology tools are working effectively. If certain tools are known to cause problems with certain operating systems, there needs to be a reliable technical support team available 24/7. This information must be conveyed to students at the beginning of the course. Another important consideration is the level of technology expertise for each individual student. Students come to us with a variety of computer skills. Students that struggle with the technology require more assistance from the instructor. A third item to consider would be the relevance of the assessment tool for the particular learning objective. We may find that adjustments are needed based on results from previous use of these tools.
Juliet,
Great answer! You are spot on!
Dr. Kelly Wilkinson
Wanpeng,
what about the communication between students?
Dr. Kelly Wilkinson
I think the three most important things to consider when assessing the use of technology assessment tools are:
1) Is the technology assessment tool being used the best choice for the subject matter?
2) How will the students benefit from using a particular technology assessment tool vs. another?
3) What can we change or do differently to improve the use of the technology assessment tool?
First it should be easy to use or very user-friendly.
Second, should provide an interactive channel. Feedbacks are important for both students and instructors. It is better linked to one's email, instant message, or cell phone text message. So people can check feedbacks more conveniently.
Charlene,
Wow! What a great answer. You have a good command of assessment!
Dr. Kelly Wilkinson
Esther,
What do you mean by the opportunity to try again?
Dr. Kelly Wilkinson
I believe the most important items are determining which type of assessment tool most closely matches the desired effect for the learning outcome, the functionality available for the tool, and how the student will access it. The tool has to be user friendly for the student (as well as the instructor) to be able to maneuver through the system easily. The instructions for use must be precise but in plain laymen’s terms.
The tools I would choose for my classes would be a combination of a Knowledge-Based tool and a Project-Based Assessment. The combination of their test score along with their ability to research and write about the subject matter gives me a great overview of the student’s grasp of the material.
Technology familiarity of the student
Cost of technology for access
Opportunity to try again
