Lawrence Steinberg
ETEC 523 Web - based Distance Education Issue - Assessment
There are a few concerns regarding assessment in an on - line/web - based environment for both the instructor and the students. To really ensure learning has taken place there needs to be policies, standards, and procedures in place that have been tested and found useful in order to make the learning experience a valid one.
According to (Cowan, 2008) with the idea of a "Digital Divide," there are variations among learners’ level of technological access and skill that may invalidate learners’ demonstrated competence. For an instructor or designer, this needs to be considered to ensure that whatever assessment is being used, is a fair one as well. If only some of the students have access to the technology required to complete the assessments, then we need to find a way to level that playing field so all have access.
For teachers, the assessment needs to align with both the standard being tested and the result being given by the students. The tests, quizzes, etc., need to be created carefully so that you are testing for the content specifically, and not testing whether or not they can use the technology. They are two entirely different concepts. Just as you would in a face - to - face environment, you want your assessments to elicit the stated objectives that the learner is to demonstrate. That in itself can be difficult in a virtual setting.
From my own experience, we often find ourselves trying to ensure accurate assessment for and from our students through the use of both formative and summative assessments, assignments that require original work, through one on one web conferencing and telephone interviews. In a virtual environment it is both very easy and tempting to cheat and provide work that is not your own. So, the task of gaining valid assessment results, outside of standardized testing which can only be completed face - to - face, can be a daunting task.
Web Based Learning and Assessment: Oh Whatever Issues Could There Be?
Jennifer Altounian
ETEC 523
Web-based learning and education is incredibly beneficial and useful when reinstating content standards as well lesson concepts in the form of practice. The definition of “learning” is “knowledge of skill acquired by instruction or study” OR “the modification of a behavioral tendency by experience (conditioning)” (Merriam-Webster, 2012). Assessment would be evaluating the knowledge of the skill or the change in behavior. Many web based programs assist students and teachers with assessment of some kind with immediate feedback on practice questions and tests, the option for remediation, and the ability to receive explanation and clarification for the incorrect answers (Parenti, 2012; Chen & Tseng, 2011). Web-based learning offers the particular benefit of addressing the needs of students who learn in various ways- as we all know- people learn differently from one another (Gill, 2007). For the most part, web-based instruction addressing students needs whose are not being met in a traditional, face to face classroom (Gill, 2007), however what about students whose needs are not met by web-based learning? Some students are kinesthetic learners, so an accommodation must be met to ensure they receive the most out of the exercise. I have noticed teachers also complaining of those “learners” who just click through the programs trying to complete it without much effort. That also poses quite an issue with student motivation. Another issue that can arise is the concept of the “Digital Divide” (Sisco, 2008). Many students, especially in inner city areas, have limited access to technology which can make web-based required exercises difficult to complete. The following issues are considered challenges of the “Digital Divide”: computer access, internet access, user software capabilities, quality of computer work, and teacher training in technology education (Sisco, 2008). In terms of assessment, this can be sketchy because if a student is required to complete a quiz or assignment to gage what has been learned thus far, yet does not have adequate access at home or at school, how is the student supposed to demonstrate the concept? From my observations at my school site, many students were not getting adequate time with computers or internet either in the periods we designated for computer lab or during study hall nor afterschool. We eventually had to accept the fact that our students are a product of the “Digital Divide” and offer Saturday School. We find it extremely important for the students to use our programs to assess where they are in the course of their studies as the web based programs will address their educational needs, informing their teacher what they need assistance with. However, the digital divide and type of learner add to issues with web based education, but the benefit seems to out weigh the challenges or issues. Gill, L. A. (2007). Connected students: a study of the viability of online learning for middle school. Capella University). ProQuest Dissertations and Theses, 174-174 p. Retrieved from http://search.proquest.com/docview/304699026?accountid=10351. (304699026). Parenti, M. A. (2012). Student perceptions of the relationship between web-based instructional tools and perceived attainment of intended learning outcomes. University of Southern California). ProQuest Dissertations and Theses, , 125. Retrieved from http://search.proquest.com/docview/1026587202?accountid=10351. (1026587202). Sisco, H. T. (2008). A correlation of technology implementation and middle school academic achievement in tennessee's middle schools. East Tennessee State University). ProQuest Dissertations and Theses, , 143-n/a. Retrieved from http://search.proquest.com/docview/230709325?accountid=10351. (230709325).
ETEC 523
Web - based Distance Education Issue - Assessment
There are a few concerns regarding assessment in an on - line/web - based environment for both the instructor and the students. To really ensure learning has taken place there needs to be policies, standards, and procedures in place that have been tested and found useful in order to make the learning experience a valid one.
According to (Cowan, 2008) with the idea of a "Digital Divide," there are variations among learners’ level of technological access and skill that may invalidate learners’ demonstrated competence. For an instructor or designer, this needs to be considered to ensure that whatever assessment is being used, is a fair one as well. If only some of the students have access to the technology required to complete the assessments, then we need to find a way to level that playing field so all have access.
For teachers, the assessment needs to align with both the standard being tested and the result being given by the students. The tests, quizzes, etc., need to be created carefully so that you are testing for the content specifically, and not testing whether or not they can use the technology. They are two entirely different concepts. Just as you would in a face - to - face environment, you want your assessments to elicit the stated objectives that the learner is to demonstrate. That in itself can be difficult in a virtual setting.
From my own experience, we often find ourselves trying to ensure accurate assessment for and from our students through the use of both formative and summative assessments, assignments that require original work, through one on one web conferencing and telephone interviews. In a virtual environment it is both very easy and tempting to cheat and provide work that is not your own. So, the task of gaining valid assessment results, outside of standardized testing which can only be completed face - to - face, can be a daunting task.
Web Based Learning and Assessment: Oh Whatever Issues Could There Be?
Jennifer Altounian
ETEC 523
Web-based learning and education is incredibly beneficial and useful when reinstating content standards as well lesson concepts in the form of practice. The definition of “learning” is “knowledge of skill acquired by instruction or study” OR “the modification of a behavioral tendency by experience (conditioning)” (Merriam-Webster, 2012). Assessment would be evaluating the knowledge of the skill or the change in behavior. Many web based programs assist students and teachers with assessment of some kind with immediate feedback on practice questions and tests, the option for remediation, and the ability to receive explanation and clarification for the incorrect answers (Parenti, 2012; Chen & Tseng, 2011). Web-based learning offers the particular benefit of addressing the needs of students who learn in various ways- as we all know- people learn differently from one another (Gill, 2007). For the most part, web-based instruction addressing students needs whose are not being met in a traditional, face to face classroom (Gill, 2007), however what about students whose needs are not met by web-based learning? Some students are kinesthetic learners, so an accommodation must be met to ensure they receive the most out of the exercise. I have noticed teachers also complaining of those “learners” who just click through the programs trying to complete it without much effort. That also poses quite an issue with student motivation.
Another issue that can arise is the concept of the “Digital Divide” (Sisco, 2008). Many students, especially in inner city areas, have limited access to technology which can make web-based required exercises difficult to complete. The following issues are considered challenges of the “Digital Divide”: computer access, internet access, user software capabilities, quality of computer work, and teacher training in technology education (Sisco, 2008). In terms of assessment, this can be sketchy because if a student is required to complete a quiz or assignment to gage what has been learned thus far, yet does not have adequate access at home or at school, how is the student supposed to demonstrate the concept?
From my observations at my school site, many students were not getting adequate time with computers or internet either in the periods we designated for computer lab or during study hall nor afterschool. We eventually had to accept the fact that our students are a product of the “Digital Divide” and offer Saturday School. We find it extremely important for the students to use our programs to assess where they are in the course of their studies as the web based programs will address their educational needs, informing their teacher what they need assistance with. However, the digital divide and type of learner add to issues with web based education, but the benefit seems to out weigh the challenges or issues.
Gill, L. A. (2007). Connected students: a study of the viability of online learning for middle school. Capella University). ProQuest Dissertations and Theses, 174-174 p. Retrieved from http://search.proquest.com/docview/304699026?accountid=10351. (304699026).
Parenti, M. A. (2012). Student perceptions of the relationship between web-based instructional tools and perceived attainment of intended learning outcomes. University of Southern California). ProQuest Dissertations and Theses, , 125. Retrieved from http://search.proquest.com/docview/1026587202?accountid=10351. (1026587202).
Sisco, H. T. (2008). A correlation of technology implementation and middle school academic achievement in tennessee's middle schools. East Tennessee State University). ProQuest Dissertations and Theses, , 143-n/a. Retrieved from http://search.proquest.com/docview/230709325?accountid=10351. (230709325).