Benson, A. D. (2003). "Assessing Participant Learning in Online Environments." New Directions for Adult and Continuing Education Winter 2003(100): 10. Assessing participant learning in online environments provides benefits and challenges. Fortunately, the available technology tools allow for a wide range of assessment techniques
Three key components to provide helpful guidance for learners and instructors, Measurement of learning objectives, Self-assessment for students to measure their own achievements, Interaction and feedback between and amongst instructor and students
Challenges, Are assessments accurate?, Are they fair to all learners?, Do they measure what they are intended to measure?
Not competetive. They refer to purpose of assessment, or the learning domain the assessment best measures. There should be variety in every learning event, as determined by purpose and needs of learner.
Diagnostic assessment, Provides an indicator of learners aptitude. preparedness & ID's possible learning problems
Formative assessment, Provides learners with feedback on progress & informs development, Does not contribute to overall assessment, Goal is to improve teaching & learning
Summative assessment, Provides measure of achievement in respect to learners performance in relation to intended outcomes, Process of gathering, describing or quantifying info about learner performance
Position learners as 'recipients of knowledge whose function is to absorb a body of information'
Measure learning at lowest level of Blooms cognitive domain: knowledge & comprehension
Assessment instruments, Fill-in-the-blank, True/False, Matching, Multi-Choice
Position learners as 'extremely active in the process of learning', encourage and enabled to go beyond surface answers using higher-level thinking skills, Synthesis, Analysis, Evaluation, Learning that falls into affective domain, Feelings, Values, Appreciation, Enthusiasm, Motivations, Attitudes
Assessment instruments, Social learning, Collaboration, Team activities, Peer evaluations, Self-evaluations, Portfolios
Measure psychomotor domain, Demonstrations of competence in skill or task, focused on learners ability to apply knowledge, skills and judgement in ill-defined realistic contexts
Key attributes, Focus on complex learning, Involves higher-order cognitive skills, Stimulates a wide range of active responses, Involves challenging tasks that require multiple steps, Requires significant time and effort
Critical because of lack of f2f direct observation
Academic dishonesty, Learner ID, Work ownership/Plagarism
Technologies that provide extra capabilities beyond traditional classrooms, Allows every student to respond to every question instructors ask, email provides ability to provide fresh responses, free from peer influence, Discussion threads enable them to build on others thoughts, Instructor can provide immediate feedback to each learner
What is being assessed?
What is the purpose?
What is the scope?
Selected response, Multi-Choice, True/False, Matching
Constructed response, Fill in the blanks, Short answer, Show your work, Visual depiction
Virtual Discussions, Synchronous, Expected time of arrival, Responds voluntarily, Responds when prompted, Generates new ideas, Asynchronous, Allows users to construct and craft answers through thoughtful reflection, Rubrics, direct students towards effective discussions, Make assessing easier, Should include:, Frequency of access, Level of participation, Reads messages, Posts messages, Comprehensive responses, Posts new ideas, Sythesises and analyses peers ideas, Integrates with course content, Stimulates discussion
Concept mapping, Show journey over time, Provides instructor with feedback on learner understanding, Identifies where instructional emphasis is needed
Portfolio, Shows solution and process of journey, Evidence of complex cognitive process to construct valid solution, Summative, primarily, Formative, iteratively, Rubrics, Content, Clarity, Style
Writing, Feedback can be provided via track changes - Insert comment
Field Experiences, formats, Internships, Clinical assignments, Apprenticeships, Laboratory assignments, Assessing, Performance reports, Portfolios, Journals, Video, Rubrics, Detailed project descriptions, Dates and times, Learning expectations
Individual and Group projects
Informal student feedback