Below is an informal course evaluation. Questions are based on the Flashlight approach (Thompson, 2004) for evaluating the effectiveness of technology in meeting class goals. Accompanying videos increase user access to the evaluation.
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The following questions were presented for consideration as part of the Oklahoma State University graduate course, "Advanced Applications in Computer Education" (EDTC 5103) as taught by Dr. Tutaleni Asino. Questions are from p. 270 of the course text (see below) and were informed in part by reading chapter 10 of the text.
Is assessment really a separate activity from learning? What circumstances may impact whether it is or isn’t? Assessments whose design is guided by best practices will engage learners in meaningful activities and elicit information regarding potential improvement of learner performance. Assessments should be aligned with and embedded into learning endeavors. How do you use assessment activities as a way to generate feedback that can improve learner performance? After reading this chapter, are there ways you can see how technology can contribute to this? Well designed and implemented assessments will ascertain the achievement of intended learning outcomes. Assessments generate data. Digital technology provides instructors enhanced data management resources. As management of data is simplified, instructors may increase assessment frequency and provide quicker feedback. Digital technology can facilitates quick formative assessments (are they getting it or not) and expanded multi level assessments in support of learning outcomes which are more complex. How can you use technology to make assessment activities less threatening to learners, or maybe even a positive experience? Meaningful learning occurs when students are actively engaged in collaborated, authentic endeavors reflective of real-life experiences. Assessments aligned with and embedded into accordingly designed and implemented instruction may be less noticeable and therefore less intimidating to students. Summative assessments reflective of authentic experiences will be projects relatable to students’ lives. Their conclusion and publication, given effective formative assessment, may result in satisfaction and celebration of work well done. All forms of assessment should be approached as opportunities, not to sort students or grade according to mastery, but rather to determine what and how more might be learned on a given topic. The viewpoint is guided by potential, not achievement. Clearly designed and communicated rubrics may eliminate disequilibrium in students whose best performances are enhanced by clear communication of measurable achievement. What processes do you use to generate your assessment items and activities? Are there other teachers you can collaborate with to pilot test your assessments, help develop forced response items that assess higher-level thinking, or share the development of technology based assessments? Effective assessment in an active classroom is embedded into activities. Formative assessments are frequent, observable, and may be collaborative. Capstone projects may serve as summative assessments, and in the active classroom are frequently publishable. The National Association for Music Education (NAfME) includes educators collaborating to support, enhance, and further arts education. NAfME provides pilot-tested activities and assessments, as well as opportunities to connect with other educators on national, state, and local levels to share classroom experiences and collaborate on instructional design. Does the use of technology based assessments impact validity and reliability? Does technology help address these? Does it make any difference at all? Describing an assessment’s validity communicates its effectiveness in measuring what the assessment is intended to measure. Descriptions of an assessment’s reliability will communicate whether the assessment provides stable and consistent results over time. Intentional, well-informed design will provide construction of assessments whose validity and reliability are dependable, or at least understood. Technology can assist with delivery and measurement; however, effective design will have the greatest impact on the validity and reliability of the assessment. Howland, J. L., Jonassen, D. H., & Marra, R. M. (2012). Meaningful learning with technology. Upper Saddle River, NJ: Pearson. |
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