Using Learning Technology Using Learning Technology to Design and Administer to Design and Administer Student AssessmentsStudent Assessments

Catherine Kane

Centre For Learning Technology, CAPSLRef: http://www.ion.uillinois.edu

Why would we use online Why would we use online assessmentassessmentTo Assess progress – outcomes are

met To encourage progress and learningTo give instructor feedback to our

studentsTo encourage student-to-student

collaboration (group work)To encourage student-teacher

collaboration

Pre course assessmentPre course assessmentThis can identify the entry level

of our students before we start a module

Help us identify and focus on particular needs in the class

Establish a base line to measure against after the module has been delivered

Assessment during the Assessment during the coursecourseGives an opportunity to correct

any misconceptions through feedback

Can identify gaps in the learning and areas to focus on

Can identify appropriate times for moving on

Re-enforces course outcomes

Final AssessmentFinal AssessmentMeasures student learning

◦Have the outcomes been achieved?Helps direct further instructionPrepares for the application of

knowledge

Using TechnologyUsing TechnologyCan deliver, grade and analyze

assessmentRecord and report on

achievementFacilitate learning by using built

in feedbackCan develop a collaborative

approach to assessment

AdvantagesAdvantages Detailed and Immediate feedback Any time any where Automatic score recording and release More frequent assessment Self Assessment Time saving (once in place) Use of extended media e.g. Graphics and

multimedia Ongoing statistics to improve quality Randomization of question and answers (reduce

cheating) Grading not prone to human error Can provide hints and grade accordingly Variety of question types Collaboration

DisadvantagesDisadvantagesCheating?Technology ProblemsTechnology SkillsTime and Commitment setting it

up

Controlling CheatingControlling CheatingUse a system that requires user id

and passwordHave frequent assessments and

make them worth only few pointsMake assessments available in a

controlled labDevelop a large enough pool of

questions that you can draw from it at random

Randomize answers within questionsUse question setsRequire group collaboration

Question TypesQuestion TypesTrue-False

◦Easy to construct◦Guessing will be 50% correct◦Hard to test gray areas◦Easy to grade

Matching◦Suited to associational knowledge◦Minimizes guessing◦Recognition rather than recall◦Can have more than one correct answer◦Easy to grade

Question TypesQuestion TypesMultiple Choice

◦Can be hard to write◦Reduces guessing◦Can provide diagnostic information ◦Less effective for higher order

thinking◦Easy to grade◦Can be more than one correct

answer

Question TypesQuestion TypesShort Answer

◦Easy to write◦Eliminates guessing◦Recall over recognition (memorization)◦Can be difficult to grade◦Case sensitive/insensitive e.g. (NaCl –

not NACL)Essay

◦Can provide in-depth assessment◦Eliminates guessing◦Good for higher level thinking◦Difficult to grade

Group assessmentsGroup assessmentsCan provide a broad picture of a

students capabilitiesProcess can be tracked

(discussions, personal journals and tracking tools)

Produces a produce at the end of the process

Draws on different skills and contributions