Ch 9 & 12

Assessment for Distance Education

Purposes


measuring, documenting, and interpreting behaviors that demonstrate learning
(Simonson, Smaldino, & Zvacek, 2015, p. 226)


compare the academic performance of remote students with the performance of learners in a more traditional classroom.


provide feedback to learners and instructors


Assessing a learners readiness to begin an instructional unit


motivational activity


designed and implemented to provide evidence of learning for institutional reporting

Assessment and Instructional Design


assessment activities are matched to expectations
Instruction is then based on assessment plans


confidence promoting - reinforcing expectations for success, providing opportunities for success, and attributing success to effort and ability = enhance learner motivation


Characteristics of Useful Assessments


alignment = good assessment matches the objectives; learners know what to expect to demonstrate mastery


validity - an assessment provides an accurate estimate of learning gains


Reliability - stability of an instrument of activity


Clarity of expectations - how easy the assessment is for the learner to understand

Categorizing Assessment Measures


Two schemas: -Objective/Subjective
-formative/summative


Objective/Subjective: Objective measures significant advantages in ease of implementation. Multiple choice tests, true-false, matching, machine-scorable questions
Enable a teacher to ascertain specifically which concepts are being mastered


Short-answer/free response


Subjective works well in distance education
term papers, group tasks
Authentic, performance-based, and constructivist assessments


Authentic - tasks that simulate real-world challenges
Performance-based - expecting the learner to perform a skill


Constructivist - learner-centered


Formative/Summative:
purpose - how will the results be used?


Formative - assessment for learning. encourage the use of ongoing tasks to provide feedback to the learner


Summative - outcomes-focused. administrative purposes (assigning grades, reporting success/failure...). Almost always comprehensive - measuring the mastery of a specified body of knowledge or completed curricular unit.

Assessment Strategies


can be applied to any instructional setting
requires an understanding and explanation of core concepts and remain constant.


There are several types of assessments

Online quizzes are best used as formative assessments.


Discussion Forums - respond to questions or discuss course materials


"When learners are given time to think about their responses, the contributions are apt to be more meaningful, on topic, and well organized" (Simonson, Smaldino, & Zvacek, 2015, p. 235).

Post a thought-provoking question that encourages higher order thinking


Student debates, student-moderated discussions


Repository for student assignments

BLOGS


customization to who owns the page.
Provide additional motivation for students to share ideas
Sense of ownership

WIKI


Like a blog
collaborate online


ADVANTAGES: alleviation of headaches related to student collaboration due to the ability to see which group member contributed to the WIKI

ONLINE JOURNALS


Keeping tack of student progress

Synchronous Communication


videoconferencing
audio-conferencing
instant messaging


real-time assessment


DISADVANTAGE - only a small group can be actively involved


CAPABILITIES: building a sense of immediacy & Facilitating the formation of learning groups

Portfolios


summative assessment
reflect generalized learning across disciplines


self-reliance: student decides what materials are their best work

Evaluating Teaching and Learning at a Distance

Five Steps:


Level 1: Reactions (Did they Like It)
Level 2: Learning
Level 3: Transfer
Level 4: Results
Level 5: Return on Investment

Level 1:


Measures how participants feel about the activity.

Level 2:


What and How much did the participant learn?
What new skills do they possess?
What new and appropriate attitudinal positions have been produced?

Level 3:


Were the skills, knowledge, and attitudes learned as a result of training transferred to the work place or to the actual learner activities?

Level 4:


Measure the success of the training or teaching program in terms of increased productivity, improved quality, lower costs, and for business - higher profits.

Level 5:


Converting training results into monetary values

Six Categories of evaluation information can be collected about distance education courses.


  1. Measures of Activity
  2. Measures of Efficiency
  3. Measures of Outcomes
  4. Measures of Program Aims
  5. Masures of Policy
  6. Measures of Organization

AEIOU Approach for program evaluation


Component 1:
Accountability


Component 2:
Effectiveness


Component 3:
Impact


Component 4:
Organizational Context


Component 5:
Unanticipated Consequences

REFLECTION


I was truly drawn to the information about "Pell Runners". I had no idea this was a thing! How crazy that these even seems like a possibility. I think of all the ways I have to verify my identity when logging in to assure I am who I say I am in order to register for classes, complete financial aid documents, etc. I guess that is the reason we have so many security measures, and it makes sense, now.


I also like what was said about portfolios offering students the ability to choose their best work for their portfolios and offering a sense of self-reliance. It makes sense, really. If I want to showcase my work, I am going to pick up what I deem as my best work - not what someone else feels is good, or up to par. I think it is important for learners to be able to see their worth.