Assessment in Distance Education

Determining & Measuring Learning Gains - Grading

Equivalency Theory of Distance Education

"The more equivalent the learning experiences of the distant learner are to the learning experiences of the traditional learner, the more equivalent are the learning outcomes."

Learning Experiences

Anything that happens to or with a student that promotes learning, including what is observed, felt, heard, or done.

3 x 5 x 5 Approach

3 Units/3Credit Course

5 Modules/Unit

5 Concepts/Module

&

1 Objective/Concept

Chunking of Information

Pre-Chunking Post- Chunking

Assessment Strategy1. Outcomes Based2. Student Constructed3. Standards Driven

Three Components of Objectives

Assessment

9 Events of Instruction

Grading Schemes

• Instructor Determined

• Student Determined

• Modified I/S Determined

RubricsA rubric is a scoring device or tool

that publicly acknowledges what is judged and establishes criteria or benchmarks for acceptable performance, and/or levels of performance that can be equated to grades.

Assessment Methods

• Objective Tests• Short Answer Tests• Extended Answer Tests – Essays• Practical Tests• Situational Assessment/Skill Assessment• Assignments and Projects/

Presentation & Oral Assessment• Portfolios

Recommended Distance Education Assessment Plan

1. Outcomes Based: With Student and Student Constructed

2. Modified I/S Scheme: Student Weighting of Assignments or Multiple Assignments

3. Objective Tests – Knowledge/Comprehension-level Objectives

4. Projects and Portfolios with Rubrics – Analysis/Application Level Objectives

Norm ReferencedAssessment

Criterion Referenced Assessment

Presentation andOral Assessment

Combined Instructor/Student Determined Grading Schemes

Option #1 – Contract Grading – Multiple Projects – More Projects = Higher Grade

Option #2 – Project Weighting – Instructor Determines Projects & Student Assigns Weights to Projects Within Parameters

Option #3 – Combinations

Skill or Performance Assessment