Sivula, M. (2012, December). The best assessment tools for the online classroom:Instructor feedback and e-documents. eLearn Magazine. Retrieved from http://elearnmag.acm.org/featured.cfm?aid=2407139
Author Sivula reviews hardware and software and Web 2.0 tools that are available to instructors to grade and assess e-documents. Many assignments are submitted by students in the form of e-documents. Issues can arise when trying to give timely and constructive feedback to students when grading, evaluating or providing direction. Dragon Naturally Speaking is one method that can be used by instructors to decrease the time needed to type a response to each student. The program translates voice clips to text. The author claims his computer time has been cut in half when using this product. Another new concept is inking or digital inking. These programs allow you to write in cursive on a word processed e-document. The program allows you to add in arrows and circles so that the instructions are visual and do not need to be typed into each document. The section on screen capturing reviews a product called Jing. Jing allows up to 5 minutes of screen capture. The author has used this product to teach short procedures such as accessing part on the CMS or explaining procedures.
This article would be a great help to an instructor who is assessing e-documents. I had not thought of it before reading this article, but the instructor may need to learn new procedures as well as the student in the e-learning arena. These products could allow more timely communication and feedback from the instructor when they are assessing documents. It would also take less time for the instructor to complete these tasks. It was helpful that the author tried these products and explained what other systems he was using them with. At the end he closes with some tips for learning new assessment methods that would help the instructor apply these methods to real world examples.
submitted: 9/22/2013 jwiese
Assessing Student Learning. Northern Arizona University e-Learning Center. Retrieved from: http://www2.nau.edu/~d-elearn/support/tutorials/pedagogy/02assessinglearning.php
This page discusses the assessment phase of the three step “backward design” process of instructional development. It is in fact a tutorial of the assessment process and describes the steps and expected outcomes of the assessment process. There are references and links to sources used and information available on the subject.
I found this very informative and have ordered a copy of the textbook referenced in the tutorial. The fact that this material is used by a university leads me to believe that the information is credible and has merit. The process steps seem very straight-forward.
Submitted: 10/12/2012 kbrinson
Aspden, L. J., Bannister, P. W., Helm, P. A., & Purvis, A. J. (2011) Assessment strategies to support higher level learning in blended delivery. Innovations in Education and Teaching International, 48 (1), 91-100. Retrieved from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ917693&ERICExtSearch_SearchType_0=no&accno=EJ917693
This article explores the results of utilizing computer assisted assessment strategies to enhance student learning at the higher education level. The article contends that assessments can go beyond the boundaries of assessing students’ learning and reach further in their usefulness as an actual tool to enhance learning during the learning process. The central theme is incorporating assessments to increase motivation and support, as well as opportunities to improve work before final grading. Two groups form the evaluation conclusions and the results from each group are summarized.
The article concludes that confidence is a key component for students to effectively communicate and participate in an on-line forum. The assessments and feedback students received during the course served to build confidence, offer support and create guidance to increase overall performance. This article is interesting in that a major factor in considering the end goal of a lesson is not simply to measure students’ knowledge at the point that an assignment is graded, but to allow assessments to build knowledge prior to the grading process. Those developing courses may find this article interesting due to the potential capabilities that continuous assessments offer in student centered eLearning.
Submitted 3/4/2013 bmitcheff
Assessment in online learning environments. (October 2011). Retrieved from: http://www.eduweb.vic.gov.au/edulibrary/public/publ/research/publ/learningplatformsdlp3.pdf
This article focuses on assessment in online learning in regards to the Ultranet, which makes it possible to give and receive feedback in many ways for the students, parents and instructors. There are four categories for developing 21st century skills, ways of thinking, ways of working, tools for working, and skills for living in the world. The dilemma comes in how to access these skills. Personalized assessment allows the instructor to adapt to different students’ learning requirements. A test bank of questions can be assessed and indexed so that learners are given tests that match their abilities.
I agree that our students are changing in their needs and that we need to adapt teaching, learning and assessment to better evaluate what they are learning, but having a test bank of questions indexed so that the harder questions go to the more advanced students and the easier questions being used to evaluate those that may not be “up to par” concerns me, especially in healthcare. We have national registry exams that our students must pass to consider them entry level and competent.
submitted: 10-8-12 tdelker
Bassoppo-Moyo, T. C. (2008). Applying needs assessment and strategic planning techniques in developing e-learning. International Journal of Instructional Media, 35(4), 373+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA273359027&v=2.1&u=lirn22974&it=r&p=AONE&sw=w
This article encourages needs assessment and strategic planning when implementing e-learning. Bassoppo-Moyo (2008) states that technology should not drive instructional design or assessment, rather the planning, and best practices of the learning environment should be done before a course is implemented into the technology. The article also describes recommendations for performing a needs assessment, strategic planning and vision statement exercise for an online course.
This article’s approach to strategic planning is well informed. It would be beneficial for anyone who is looking to implement an e-learning strategy into their organization. I found it interesting that the author focuses on first creating the ideal learning environment for the student, based on goals and outcomes desired, and then implementing it into the technology. I do believe it probably happens the other way around in many situations.Link below available through USF subscription database.
Submitted 10/12/12 bcovelli
Batson, Trent. (2010) Assessing student work in the open educational resources era. Campus Technology. Retrieved from http://campustechnology.com/articles/2010/04/21/assessing-student-work-in-the-open-educational-resources-era.aspx
This article takes a non-statistical look at the evolution of the role media and other educational opportunities have played in transitioning standard classroom time into a multimedia culture that allows for a greater opportunity of diverse learning. The evolution of student assessments based on testing from text book learning has turned to a student-centered approach that allows the instructor to seek continual feedback from students. The feedback received from the continual student assessment of the material allows the educator to tailor his/her experience in the exploration of the current topic to relate to the students questions and understanding of material at the level they are at, and the knowledge they seek for the topic.
The author was an English professor and has 25 years in educational technology. He explores the changing environment from test oriented student assessments to what he defines as student commentary. He claims the student commentary, or continuous assessment from students allows for a more flexible learning approach that promotes metacognition. The article supports the evolution of student-centered learning in the assessment process. While the article is interesting it does have a presumption that “no multimedia resource can trump this human interaction,” referring to “seat time,” in a traditional classroom. While the sociability of humans is undeniable, it is the quality of instruction no matter the type of class, online or classroom.
Submitted 3/4/2013 bmitcheff
Boettcher, J. V. (02/23/11). Evidence of learning online: Assessment beyond the paper. Campus Technology. Retrieved from http://campustechnology.com/articles/2011/02/23/assessment-beyond-the-paper.aspx
While on-line education has made strides in advancing traditional learning, the one aspect that lingers is the dreaded writing of the research paper. The author contends that less time-consuming methods can demonstrate that learning has occurred. She discusses the “cognitive-surplus” theory wherein motivated humans have a desire to create and to share within their respective fields of study.
Examples of alternative projects that can demonstrate competency beyond the typical research paper include producing “real-life” work such as interviews, case studies, and audio-visual projects. The author maintains that having a variety of end-of-year projects to choose from stimulates the student, taps into their creativity, and puts accountability into the learning experience.
I think the digital publication “Campus Technology” is a credible resource as it is not affiliated with any one particular technology or university. The author presents a well-balanced and interesting perspective of how we can expand upon the traditional expectations of an end-of-year term paper and use technology to maximize learning. While it has been my experience that professors of graduate programs assign projects other than traditional term papers, I believe they are still assigned on a regular basis, particularly in an undergraduate curriculum. Maybe it’s time a blended approach for assessment be considered as a way to evolve for the next generation.
Submitted 10-14-12 mgreek
Brahim, E., Idrissi, M., & Samir, B (2010). Formative assessment model within the competency-based-approach for an individualized e-learning path. World Academy of Science Engineering and Technology, Volume 64, Pages 208-212. Retrieved from http://www.waset.org/journals/waset/v64/v64-36.pdf
In this proposal, the authors describe a formative approach to elearning assessment that individualizes the learner’s experience. The focus of the proposal is on the assessment of competencies and doing so in a way that learning can be tailored to provide each learner a customized experience.
This proposal is extremely formal and specific to one approach to formative assessments in elearning. Many instructional designers struggle with effectively assessing learners through elearning and the ideas presented in this proposal are extremely thought provoking. While this approach will only work with certain curriculums, it can help generate ideas for other courses. This proposal would be most relevant to someone with an intermediate level of experience in creating elearning and elearning assessments.
Submitted: 10/16/11 hroberts
Crisp, G. (2010, January 10). Interactive e-assessment--practical approaches to constructing more sophisticated online tasks. Journal of Learning Design, 3(3). Retrieved from http://www.eric.ed.gov/PDFS/EJ903926.pdf
This article highlights Assessment 2.0 and some of the practical options that are available to teachers in the field of mathematics and sciences. Assessment 2.0 describes an environment in which the teacher sets tasks that allow students to use more dynamic, immersive and interactive environments for exploring and creating responses to sophisticated assessment tasks. Assessments will become more like sophisticated games incorporating role-playing and scenarios; they will replicate many of the complexities of the real world, allowing students to explore and describe the consequences associated with their responses. This article looks at how teachers can begin this journey through the use of simple interactive tools incorporated into familiar question types available in common learning management systems.
The author proposes an e-assessment design model based on the incorporation of URL link to a digital tool within questions developed using quiz tools in common learning management systems. The emphasis is on students being able to access digital tools and develop self-analytical skills in determining and selecting the appropriate response. The author provided a table with descriptors for e-assessment tasks using digital tools in assessing: understanding, application, analysis, evaluation and creativity. Screen images of Java applet examples of digital tools embedded in e-assessment questions were also provided throughout the article as well.
Submitted 3/12/11 cbmack
Fluckiger, J., Vigil, Y., Pasco, R., & Danielson, K. (2010). Formative feedback: Involving students as partners in assessment to enhance learning. College Teaching, 58(4), 136-140.
The article discusses the effectiveness of giving timely feedback to students. The authors believe the frequency of the feedback and the involvement of students giving feedback to each other play an effective and positive role in the teaching and learning process. The authors discuss four formative feedback methods they have used and then analyze each method. The main concept of the article is that using formative feedback which incorporates the students as partners is a key element in the teaching and learning environment. This will create a productive classroom where the focus is on learning and not on grading.
By involving a student, that student is empowered to take control of his or her education. The education and success become the property of the student, not the teacher or the institution. The student becomes involved and learns how to apply the knowledge to other situations. The authors stress student involvement equals student and teacher growth. Taking the time to include student participation in assessment will result in benefits for both the students and the teacher. This will create a classroom focused on learning and the student and not on grading.
submitted 10/17/2010 kautrey
Gilman, T. (March 2010). Designing effective online assignment. The Chronicle of Higher Education.74, 206. p.55413 (2).Retrieved October 1, 2010, http://chronicle.com/article/Designing-Effective-Online/64772/.
Every teacher (online or in the traditional classroom) wants to create valuable learning experience for their students. Part of the experience includes effective methods of assessment. Distance education poses several challenges for assessment. Common concerns are cheating, student and faculty disengagement and single method assessment.
Online faculty must consider the topic they are teaching and effective ways to evaluate the student to ensure maximum successful for the class. The author suggests being as specific as possible when providing directions, offer examples of work, and steer clear of group work as a few “best practices”. To avoid cheating, research assignments, journal reviews, discussion threads are effective method of assessment.
Submitted: 10/01/2010 adevore
Gilman, T. (2010). Designing effective online assignments. The Chronicle of Higher Education, 56(28), A44-A45. Retrieved from EBSCOhost.
The author discusses the use of assignments rather than quizzes or tests in on line environment. He offers suggestions on how to design assignments that will allow students to learn independently. He discusses the importance of giving explicit instructions and encourages the inclusion of examples.
This peer reviewed article is helpful to any instructor who is concerned about effective assessment in an online environment. It provides advice on best practices and gives specific suggestions which may be helpful in planning assignments. Some suggestions seem recognizable from my own learning experience.
Submitted: 10/16/11 dgryglak
Hacks, L. Tarouco, L. (1998). New tools for assessment in distance education. Retrieved from http://www.pgie.ufrogs.br/folioead/artigo1.html
In this article, the authors Hacks and Tarouco talks about different strategies for improving the quality of distance education assessments. The primary reason for assessment is feedback. Also assessment helps to motivate students so they would know if they are doing great and it gives them a chance to see what needs to be improved. Hacks and Tarouco mentioned researchers Tucker, Donald, Dirks and Mendoza and how they deal with assessing students. These researchers have done many assessments in distance education including ideas such as case studies, exams, papers and projects. Donald develops a model of evaluation based on four levels. Level one is reaction which is measuring students’ satisfaction. Level two is learning which is refining participants’ changes of attitudes, improving knowledge and increasing skills. Level three is behavior defined by students participating in programs and responses from the students. Finally, level four is results;the sum of the final results of attendance in the program
Each individual researcher has their own way of assessing students. One of the examples of assessment mentioned earlier was writing papers. Writing papers is by far my least favorite assignment but it gives me the opportunity to challenge myself. However, I think working on groups projects is wonderful because everyone interacts during the project and it also helps with developing relationships between classmates. Assessing students is important and I believe all teachers should have to assess in all levels of education.
Submitted: 10/21/12 eporter
Kaya, T. (November 7, 2010). A 'stealth assessment' turns to video games to measure thinking skills. The Chronicle of Higher Education.
Retrieved from http://chronicle.com/article/A-Stealth-Assessment-Turns/125276/
This article by Travis Kaya details the work of Valerie Shute in the area of “stealth assessment.” The goal of stealth assessment is to administer tests without the student knowing that they are being assessed and rather than just measuring what they know, it takes a closer look at how the student thinks. Ms. Shute’s work focuses on using games to look at core competencies of critical thinking, empathy, and persistence. She also looks for ways that teaching can be changed on the fly to address deficiencies revealed through game play.
As we continue to complete globally, it important to keep in mind that a skill set that contains more than just wrote knowledge is essential for success. In our assessment we have to look for ways to identify creative thinking, the ability to problem solve and see complex relationships between ideas. Games are often overlooked as mere leisure experiences or scoffed at as distracting (my mother would argue that they rot your brain). However by mixing play with learning and assessing we are able to remove some of the stress factors that traditional testing can impose upon the learner and identify deeper learning that is taking place.
Lam, T. C. M. (1995) Fairness in performance assessment. Eric digest. Retrieved from http://www.ericdigests.org/1996-4/fairness.htm
Tony Lam confronts dilemmas and bias that exist in dealing with issues of fairness in performance assessments. Although standardized assessments advocates assessing all students in a standardized manner, the question remains does it really provide equality and equity among students of a different gender, ethnicity, race, linguistic background, socioeconomic status or handicapping conditions. Lam addresses an array of issues that may contribute to biases including metacognitive skills, culturally influenced processes, social skills and inadequate or undue assistance form authority figures. After reading the article it definitely made me reevaluate my thoughts about performance assessments. Mr. Lam not only brings awareness to the issue of biases that may exist among groups, but encourages the continued research for a sound and practical performance assessment equal for all students. While I do believe there have been improvements in the assessment process over the years, I think the article would be beneficial to any teacher or practitioner that works with a diverse group of individuals.
Submitted: 03/13/11 sbowman
McCracken, J., Cho, S., Sharif, A., Wilson, B., & Miller, J. (2012). Principled assessment strategy design for online courses and programs. Electronic Journal Of E-Learning, 10(1), 107-119. Retrieved from EBSCOhost: http://files.eric.ed.gov/fulltext/EJ969449.pdf.
This article discusses four case studies of online and virtual courses that made it a point to use clearly defined assessment strategies. In all four cases course designers worked closely with instructors to create assessment strategies that aligned with the course objectives. The types of assessment each case used were peer, self, and instructor. Each case had a discussion of the assessment strategies specific to the course, and the lessons learned from using those strategies. In the end each course was successful in their assessment strategies because of how closely aligned they were to measuring the learning outcomes and course objectives for each student.
The meat of the usable information lies in the Lessons Learned sections of each of the case studies. That was the part where the authors gave the pros and cons of each assessment strategy for that specific case. This information is very useful to course objective writers creating similar formats of courses. The authors make it a point to share with the reader the importance of clear and focused assessment strategies in online and virtual learning. It reiterates the need for different strategies to be used for online learner assessment to measure the learning taking place.
Submitted 9/20/13: sweldy
Nakayama, M., Yamamoto, H., & Santiago, R. (2010). The role of essay tests assessment in e-learning: A japanese case study. Electronic Journal Of E-Learning, 8(2), 173-178. Retrieved from EBSCOhost: http://files.eric.ed.gov/fulltext/EJ895705.pdf.
The goal of the research in this article was to show if essay tests are a quality way to assess learning outcomes in hybrid and fully online university courses. Students in two different courses, one bachelor’s level and one master’s level, both offered in hybrid and fully online formats, were assessed at the end of their courses with an essay exam and a multiple choice exam. The results of these exams show that there is no significant difference in learner outcomes in the different formats when measured by essay exams, but students in the hybrid courses scored significantly higher than those in the fully online course when assessed with the multiple choice test.
This research is interesting because it shows that essay exams are a good assessment of learner outcomes regardless of course format. Since students can express what they have learned in a directed, yet open-ended, essay, learning outcomes can be better measured than with multiple choice exams where there is one correct answer. Also, multiple choice exams leave no room for the expression of prior experience, and it limits ones knowledge to what was taught in the class, not taking into account understanding of that knowledge. In studying this article I agree with the results of essays being a quality way to assess learning outcomes in online course formats.
Submitted 9/19/13: sweldy
On-Line Assessment: Assessing Learning in Australian Universities. Retrieved from: http://www.cshe.unimelb.edu.au/assessinglearning/03/online.html
This article covers reason s for the use of on-line assessment of students and possible pitfalls of doing so. Some of the advantages of this type of assessment are the use of a broader range and diversity of tasks, the ability to provide more timely feedback and flexibility for student and instructor alike. However, there are those who feel that this practice may have a negative influence on teaching and learning. If such assessment relies too heavily on multiple choice or true/false type responses, students are not challenged and therefore a lower level of effort is required in order to satisfactorily pass assessment.
The article makes good points for the use of on-line assessment and warnings to help avoid potential issues. It also includes suggestions for alternatives to multiple choice type questions. I believe the utilization of on-line assessment will continue to increase even for more traditional in-person courses. The flexibility offered helps both parties.
Submitted 10/12/2012 kbrinson
Rastgoo, A., & Namvar, Y. (2010). Assessment approaches in virtual learning. Turkish Online Journal of Distance Education, 11(1), 42-48.
Rastgoo and Namvar discuss the need for more than just traditional methods and tools of assessment to measure student ability. The authors look at some methods and tools in online education; discuss the importance of these methods and tools; describe the advantages and disadvantages of new methods and tools of assessment; and review the effects of some new methods and tools of assessment on student learning.
The authors make a valid point on the effectiveness or ineffectiveness of traditional assessment methods in online learning. Rastgoo and Namvar state that "assessment is part of the learning process" (par 3). Consequently, including students in the assessment process should be incorporated into the design of the online class. This incorporation would be a positive aspect of the student's learning, empowering students to take control of their learning and improving knowledge retention.
submitted 10/16/2010 kautrey
Stiggin, R. (2007) Assessment through the student’s eyes. Educational Leadership, volume 64, number 8. Retrieved from http://www.ascd.org/publications/educational-leadership/may07/vol64/num08/Assessment-Through-the-Student's-Eyes.aspx
The article discusses the emotional aspect of the assessment experience for a student from both a winning and losing perspective. While both have vastly different thoughts, feelings and reactions to the assessment experience, Mr. Stiggin discuss ways teachers can help enhance learning for all students. Stiggin’s gives great detail examples of the emotional dynamics that students may be going through and how to effectively change an attitude of hopelessness into optimism. He also discuss how the potential of assessment for learning has gone largely untapped because the proper tools have failed to be put into the hands of teachers and school leaders. Mr. Stiggin states only by redefining the vision of excellence in the assessment process can the balance of the assessment for learning can take place. I like the fact that he gives two scenarios for readers to grasp the concept of using assessments to motivate students and build confidence. Two suggestions I found to be important is for teachers to move from exclusive reliance on assessments that verify learning to the assessment that support and enhance student learning, and the need for teachers and students to become partners in the learning process. I found the article to be quite interesting and very informative in regards to the assessment process and an excellent way for teachers to produce positive results in students.
Submitted: 03/13/11 sbowman
Thompson, N.(2008) Adaptive and interactive assessments with e-learning. Retrieved from:http://www.astd.org/LC/2008/1108_thompson.htm
The assessment process is quite underserved in e-learning when compared to instructional design or delivery, but is just as important. Consider the content retention and effectiveness ratings of a course if there is a long, boring, stressful multiple-choice test at the end, especially if the learner knows that it is coming. The course can be as informative and engaging as possible, but if learners are dreading a two-hour test at the end, retention is not going to be where at the level you desire. Nor will be the satisfaction of your learners.
Two important assessment technologies are available that can be applied to this issue: adaptive testing and interactive testing. While not designed specifically with the intent of making tests more interesting or even (gasp!) fun, both technologies advance the development of tests with a scientific, empirical approach to making the tests better. This was an incredible read from The American Society of Training and Development. I discovered more in depth, the types of assessment technologies common to the profession. This is useful to all who would like to discover more effective ways of measuring assessment within the industry vs. the standard run of the mill multiple choice methods.
Submitted by mdavispeters 3/1/12
Tucker, S. (2001). Distance education: Better, worse, or as good as traditional education?
Online Journal of Distance Learning Administration, Volume IV, Number IV. Retrieved
January 30, 2011 from http://www.westga.edu/~distance/ojdla/winter44/tucker44.html
The article discusses how distance education has become vital in today’s learning and raises the question if it is better, worse, or as good as traditional education. Tucker (2001) states the dispute is not whether distance education is ideal, but whether it is good enough to merit a university degree, and whether it is better than receiving no education at all. The case study shows research to address the validity and reliability that determines if distance education is as effective as traditional education. It also addresses the role of technology and its use in course development and problems with acceptance.
Tucker (2001) discusses that as distance education becomes more vital in higher education it reaches a broader student audience. Tucker (2001) states advocates of distance learning view traditional classes as being unchangeable, inflexible, teacher-centered, and static and others state that many would not obtain a degree without distance education. Tucker (2001) also evaluates that the case study in the article concludes that while distance education may not be superior to or better than traditional face-to-face education, it is not worse than traditional education. It can be an acceptable alternative because it is just as good as traditional education (Tucker, 2001).
submitted: 01/30/2011 jalston
Wang, T. H. (2007,). What strategies are effective for formative assessment in an e-learning environment? Department of Education, National Hsinchu University of Education.(23), 171-186. Retrieved Mar 3, 2012, from Journal of Computer Assisted Learning . http://www.qou.edu/arabic/researchProgram/eLearningResearchs/whatStrategies.pdf
This article tackles the specific strategies used as assessment tools within E-Learning. The author starts off by exploring the Web Based Assessment and Test Analysis (WATA), Formative Assessment Model (FAM) and cognitive styles in which are strategically used to measure and assess how the students are receiving the material as well as how productive the instructors are. The articles stresses the importance of using feedback strategies as tools to assist students weakness as well as a way in which to assist instructors in properly providing feedback to the large amount of students in which they are academically responsible.
This article was both informative and a bit confusing. I was overwhelmed at how much goes into configuring assessment tools and analyzing the data in which can both improve and promote an eLearning curriculum. I never could imagine that all of these strategies were necessary and beneficial to both students and instructors in ensuring the students are getting as much as they are capable of from a course. I also appreciate the articles compiling all of the web based e-learning sites that can assist an instructor in providing cognitive feedback based on the subject matter being administered.
Submitted: 3/4/2012 nbeck
Eatchel, N. (May , 2007).Online testing making it count. Elearn Magazine
Retrieved from http://elearnmag.acm.org/featured.cfm?aid=1266889
Shank, P. (December 19, 2005).Avoiding Assessment Mistakes That Compromise Competence and Quality. Learning Solutions Magazine
Retrieved from http://www.learningsolutionsmag.com/articles/241/avoiding-assessment-mistakes-that-compromise-competence-and-quality
The article argues the importance and the need of adequate and accurate assessments for better learning outcomes. Many assessments have previously lacked consideration in the design process, and that oversight could cause several legal problems for organizations. Designers should remember that a proper assessment delivered validates the outcome of the course, and content. To reach the goal of adequate assessments, we must have constant evaluation as designers. Evaluation is considered to a part of the process in assessment. The properly implemented assessment ensures that instruction is not missing components, as well as meeting the learner’s objectives. It is important to integrate evaluation and assessment in the design process. Assessments performed with care will allow instructional designers to avoid the common mistakes of wrong learning styles, poorly written content, and ambiguous learning. Avoiding these mistakes and taking careful planning to integrate assessments in your design will help learners achieve learning outcomes as a result.
The article written by Patti Shank, PHD in Learning Solutions Magazine serves as a warning to pitfalls of not taking assessments seriously in the instructional design process. The author provides several examples of proper actions in designing assessments. The article provides a well define description of evaluation, assessment, and instruction. Clearly, explaining how each component in the instructional design process is integrated and can impact the learning outcomes when pitfalls are not avoided. The article is an excellent resource for anyone that is designing a course for a company, school, or project. The author Patti Shank, PHD is internationally-recognized as an instructional designer; she has authored several books and presently is the Director of Research at the eLearning Guild. Dr. Shank’s expertise and explaining the different roles in instruction, evaluation, and assessment were outstanding. The importance of quality assessments was well written explained and detailed in the article.
Submitted: 03/04/13 wowens
Bart, M. (August 8, 2011).To Make Assessment Manageable Keep it Simple and Be Flexible. Faculty Focus
This article reminds us how sometimes less can be more; this concept should be used when implementing assessments. The assessment should be a manageable tool that is easy to implement for the designer, and simple enough that students can provide feedback if learning outcomes are not being met. For the instructional designer it is important to keep a watchful eye, and examine the assessment process very carefully. Avoid the rigorous assessments, and to reach this goal, instructional designers should be experts regarding the content they create. Instructional designers should only create assessments for items that are paramount to the learner. By simplifying assessments it will allow the assessment to be much more flexible and adaptable to peers needs as well. Instructional designers should be reminded that every assessment is not the same, and as such the better prepared and simplified the assessment is will be more valuable to the institution and the student.
The article in Faculty Focus written by Mary Bart provides at short focus on the need for manageable and simplified assessments. The article provides analogies and examples of avoiding traps of trying to fit all assessments into a standard rubric as means to say the assessment is properly implemented. The writer further examines how simplified less rigorous assessments are a value to a person that is a member of a faculty or an institution. The importance to constantly examine and evaluate course content is stated but the concept was not clarified to provide value to in creating an assessment. The article fails to give very detailed examples of assessments that may fail versus assessments that will be successful in managing. The author Mary Bart has written several articles for Faculty Focus, and this article is intended for audience that is in higher education. The article would be an excellent resource for an instructional designer at a traditional college or a proprietary school.
Submitted: 03/04/13 wowens