1. The assessment tools should be easy to use requiring little explanation (user friendly).
2. Can the assessment tools satisfy the goals and objectives of the course with some real world purpose.
3. Can the tool provide feed back for incorrect responses which direct the student to where the information can be found. Final feed back should provide scoring information to the student and instructor/facilitator.
Hi Victoria - I like the way you posted your reply, nice and to the point! I agree withy ou on #2 and #4. The tool needs to be user friendly so that the instructor does not have to spend a lot of time figuring out the system. Also, it is important we can provide feedback in different ways (such as a score and our thoughts).
I think the important things to consider are the following:
-it is user friendly, instructors can be able to figure out how to use the tools easily.
-instructor has the ability to provide constructive feedback. Sometimes, we are limited to so many words. This limits us on how much we can elaborate on the students' work.
-there should be a way to record and measure progress.
How would you define efficiency?
Efficiency, sencond is performance assessment, timeliness for example using audio/visual assessments function give the instructor the opportunity to provide meaningful assessment on an individual basis.
The most important thing is that the students are capable of using the technology. Secondly that they have access to the technolgy outside of school. Lastly, that the chossen technology is beneficial for the class.
I think the three most important things to remember is:What is the learning curve of the actual technology, DOes the technology fit with the content or is it out of place, and does it foster a conducie learning environment.
Well stated! You understand the need to match everything back to outcomes
1. Do they measure what they are intended to measure?
2. Do they consistently measure what they intend on measuring?
3. Are the assessment items in line with the learning objectives?
1. That the assessment is appropriate for the learning outcome
2. That the technology tool/assessment being used is user friendly
3. Does it accurately represent the students achievement/knowledge
4. Ensure there are as many opportunities to provide comprehensive feedback
How does organization fit in assessing technology tools?
1. Function
2. Organization
3. Creativity
How do you do this, do you do it synchronously?
Richard, in my opionion one of the most important jobs working as an on-line professor is making sure the students understand how to use the tools. The first day of each class I go over all the tools used in the class. I do this to assess the students. Also, this process helps me as well.
Do you think that ties into different learning styles?
I do think a variety of technology tools should be used to assisst students with learning. It has shown to be very effective tools for helping students comply and complete their course studies and feel knowledgeable about their skills.
Do you think a variety of technologies should be used to provide a variety of assessments?
Evaluating the student and finding the best assessment to meet the students level of education (technology) while allowing them to advance and enhance their knowledge. Choosing the best tools to compliment the subject being taught and providing specific feeback criteria perhaps through the use of a rubric are the most important things to consider.
I feel it's important to understand the tools that are available, you should know the abilities of your students and if the tools you choose will give you the results you expect.
I'll take a slightly different tack and say one of the most important considerations is that the students understand and are able to use the tools available. I have had some students who are almost unacquainted with computers, afraid of them (and online learning in general), or have little access to equipment and software. Unless they can use this technology it does them more harm than good. So, starting with simplier tools (including writing and easy web links) and perhaps building up from there could introduce them to this work without it creating barriers for their study.
As for the other two considerations, I would first include relevance to the course being taught--something fancy or too complex isn't needed if it is a basic course, or one that's possibly irrelevant to some tools.
Second, as the course noted, make sure that they are up to date. We just had a lot of trouble with a possible online course where the textbook changed, and the software being used was out of date. I ended up having to write most of the material. Which brings up another point; that was a 5 week math class, which was far too concentrated for an online program. Make sure what you're doing even works within the given parameters.
