OMDE607 - Course Development Project
The ISD Process
MODULE 3
Summary of Readings
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Journal Home • Assignment Guidelines • Websites & Additional Resources • ISD Timeline • References
Miller, S. (2001). Assessment tools for distance education. Distance Education Systemwide Interactive Newsletter. 6(3). Retrieved from webtycho class at http://tychousa3.umuc.edu
This article focuses on assessment tools used for distance education. It provides information about assessment methods as based on the National Institute for Science Education's College Level One web site which presents tested sets of assessment resources. The Field-tested Learning Assessment Guide is a one stop resources for strategies to improve student learning. This is an interactive website based on empirical research that links faculty goals to assessment tools.
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Dereshinsky, M. (2001). A is for assessment: Identifying online assessment practices and perceptions.
Education at a Distance, 15(1), United States Distance Learning Association. Retrieved from webtycho class at http://tychousa3.umuc.edu
In the article "A" is for Assessment, Dereshiwsky presents a study that identifies key issues pertinent to assessment of students' performance in Web-based and Web-enhanced coursework. The analysis represented a wide cross section of type and level of assignments and a variety of assessments used in the traditional face to face classroom setting. "The assessment methods are basically the same, its just the experiences of the students that differ due to they type of classroom setting. The results were illustrated in a tabular format and summarized: comparison of online and traditional classroom assessment, what worked well and what didn't, and a wish list.
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Bensusan, G. (2000) What's wrong with tests? Education at a Distance, 13(1), United States Distance Learning Association, Retrieved from webtycho class at http://tychousa3.umuc.edu
On the subject of "What is wrong with an old fashioned close book in class test?" Bensusan answers "all of the above. He believes that these tests teach to the numbers rather than the learning and that they are time and place focused, emphasize what the expert believes to think is important, have an unequal focus into egalitarian situations, and produce test anxieties to the disadvantaged/disabled. Bensusan further states that testing is more to create grades and not as much on encouraging learning. His approach is to engage in practice and rehearsal through intensive writing assignments and his assessment starts of the learner starts upon entering the course to where the learner moves to at the end of the semester.
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Morley, J. Methods of assessing learning in distance education courses. Education at a Distance, 13(1), United States Distance Learning Association. Retrieved from webtycho class at http://tychousa3.umuc.edu
In this article Morley talks about the issues around student assessment and how there is not "one" correct model for distance education delivery. He emphasizes that when utilizing traditional and alternative assessments for DE programs, a designer must ensure that the tool fits the mode of delivery. This article evaluates assessment methods for synchronous and asynchronous learning environments.
Synchronous
assessment methods includes any form of testing where the instructor and
students are interacting in real time during the assessment.
Asynchronous Assessment Measures include assessment completed outside the presence of an instructor. These differ from traditional examinations and include portfolios, student diaries, writing assignments.
The article covers the pros and cons of each method of assessment. It concludes with this final thought: "When choosing an assessment method, an institution must evaluate several criteria including the subject matter, terminal consequences for dishonesty, cost associated with the method, and the layout of the course....but probably the most important factor in choosing an assessment in that it matches the personality of the course and the institution." **Good advice for the assignment**
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Journal Home • Assignment Guidelines • Websites & Additional Resources • ISD Timeline • References
Seels, B. & and Glasgow, Z. (1998). Making instructional design decisions: Second edition. Prentice Hall: Columbus, Ohio, Chapter 3.
Instruction is designed to bring about learning, and test or other means of assessment are used to determine whether learning occurred. An instructional designer must determine if the method of measurement is consistent with the objectives. Basic measurement concepts include:
Criterion-referenced measurement: CRT's - refers to the relationship between the objective and method of assessment and the level of performance required for mastery.
Norm- referenced measurement: NRT's- scores tell where the person stands relative to others
Purpose of CRT/NRT- tells where students stand to a standard and determine which competencies students have mastered.
Validity: test measures what it is suppose to measure
Reliability: test yields a dependable measure and repeated results across time (proven consistency & dependency)
Assessments are used
before instruction, during and after. These are illustrated as:
*assessment techniques are not limited to one part of the
assessment process.
Pre assessments: can measure the entry level or mastery of the objectives being taught.
Embedded items: used throughout the instruction to determine if objective is achieved.
Post-Assessment: used to assess objectives afterwards
Matching Assessment to objective will depend on the nature of the competency being measured
Cognitive test: pencil/paper versions of multiple choice, true/false, fill-in, short answer, essay
Performance test: measures the ability to do something by observing or judging, athletic events
Authentic assessment-examined directly on real tasks
process- problem based learning
product-measured against a standard
portfolio-process and product review
projects-learn more about a topic
Attitudinal tests: interviews, surveys, polls, questionnaires and scales- used in journal, instruments.
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Journal Home • Assignment Guidelines • Websites & Additional Resources • ISD Timeline • References