Learner Assessment

http://www1.teachertube.com/members/viewVideo.php?video_id=220752&title=learnerassesmentvideopughs_wmv

Annotated Bibliographies 

1.Kim, N., Smith, M. J., & Maeny, K. (2008). Assessment in Online Distance Education: A           Comparison of Three Online Programs at a University. vX1, no 1, Spring  (2008).

Online Journal of Distance Learner Administration. University of West Georgia,

            Distance Education Center. Retrieved from http://www.westga.edu/~distance/ojdla/

This was a study to investigate whether or not principles of assessment in online education are reflected in the assessment activities used by developers and administrators of actual online distance courses. The findings showed that assessment activities do not follow the guidelines suggested in the literature. Several suggestions were made to the school to correct the discrepancies.

2. Sussman, S. & Dutter, L. Comparing Student Learning Outcomes in Face-to-Face and Online Course Delivery. V13, is4, Winter, 2010. Online Journal of Distance Learner             Administration. University of West Georgia, Distance Education Center. Retrieved from

            http://www.westga.edu/~distance/ojdla/

The study sought to highlight the differences and similarities in student learning outcomes between the modes of delivery for an undergraduate social science course which focuses on public  policy and administration.

3. Bright, N. (2010). Online Graduate School Can Be Convenient for Many Students. E-Zine.

            Articles. Retrieved from http://ezinearticles.com/?Online-Graduate-School-Can-Be-           Convenient-For-Many-Students&id=5652685

The article discusses the convenience for graduate students. Assessments are submitted electronically. Students online are said to do as well as students in traditions classrooms.

4. Beebe, R., Vonderwell, S., & Boboc, M. (2010). Emerging Patterns in Transferring

            Assessment Practices from Face-to-Face to Online.

Electronic Journal of e-Learning v8 n1. Retrieved from http://www.eric.ed.gov/

            The study explores the similarities between face-to-face and online environments. It

focuses on factors that influence online assessment.

5.  Yu, F. (2011). Multiple Peer-Assessment Modes to Augment Online Student Question

            Generation Process. Computers and Education. v56n2, p484-494, Feb 2011.

            Retrieved from http://www.eric.ed.gov

The study was on student generated questions approach to learning and the benefit of technology. Learner systems have been established with student generated questions, in essence a peer assessment component.

6. Liang, J., & Tsai, C. (2010). Learning Through Science Writing via Online Peer Assessment     

            in a College Biology Course. Internet Higher Education, v13n4, p242-247, Dec 2010.

            Retrieved from

            http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch.jsp;jsessionid=

oJxYdhRJCAj1bSzaaOqxaQ__.ericsrv003?newSearch=true&eric_sortField=&searchtype=keyword&pageSize=10&ERICExtSearch_SearchValue_0=online+assessment&eric_displayStartCount=1&_pageLabel=ERICSearchResult&ERICExtSearch_SearchType_0=kw

The study provides information on peer assessment. Students submitted writings to be reviewed

and assessed by their peers. This occurred 3 times. The scores of the expert graders were compared with those of the peers. After each round the peers scores were more in tune with the experts. Students’ writing also improved after being assessed by their peers.

Technology and Media for Distance Education Concept Map

According to the Moller's article, I would fall in the middle of the static-dynamic continuum because I use the following technologies or learning approaches, wikis, blogs, discussion boards, and chats. To reach the dynamic end of the continuum I will become more involved with other tools such as, virtual simulations, gaming, multi-user environments, and mind tools.

References

Moller, L. (2008). Static and dynamic technologies. Laureate Education, Inc.

 

Week 8 Engaging Learners

Education is one of the fastest-growing economic and social sectors in the world, and the use of technologies is an integral and driving component of that growth (Anderson, 2008). Wireless networks and mobile communications coupled with personal computing devices present new means for students to access classroom information and communicate with peers and teachers, and for faculty members to alter the concept of the classroom (EDCAUSE, 2005). Facebook, twitter, skype, blogs, wikis, are communication technological tools that learners can use to facilitate content knowledge, communication, and collaboration. These tools offer students the benefit of being able to interact and communicate with each other at almost anytime. Students are able to use technological tools to provide feedback to each other regarding assignments and foster learning.

References.

EDUCAUSE. (2005). Using mobile technology to enhance students educational experiences.

Retrieved from http://net.educause.edu/ir/library/pdf/ers0502.pdf

Week 8 Engaging Learners

Assessing Collaborative Efforts Week 6

As an instructor, there are several issues to consider:

How should participation in a collaborative learning community be assessed?

According to Siemens (2008a), students assess peers, feedback may be obtained from the online communities, and educators may assess students through their posts on wikis discussions and other Learner Management Systems.

How do the varying levels of skill and knowledge students bring to a course affect the instructor's "fair and equitable assessment" of learning?

Instructors realize that students have varying levels of skill and knowledge, so they may be graded not just on mark-based assessment, but on the level of growth they have obtained (Siemens, 2008a). 

If a student does not want to network or collaborate in a learning community for an online course, what should the other members of the learning community do?

If encouraged and guided, students will share that information so that appropriate grading can occur (Paloff  & Pratt, 2003). Not only are students engaged in a learning process, they have the ability to improve that process for themselves and others through feedback to the instructor (Paloff & Pratt, 2003). 

What role should the instructor play?

The instructor should have the final word on what should be assessed, how it should be assessed and respond to any evaluation material gathered through the reflective materials submitted by students (Paloff & Pratt, 2003).

What impact would this have on his or her assessment plan?

Paloff & Pratt (2005) stated that, “the information gathered through collaborative assessment should not be given less emphasis than the information gathered through the instructor’s direct observation and evaluation.”

Blog Posting: The Learning Tresury

Collaborative tasks may include:

Participants write a definition together, where one person may write the first version, then others edit/modify it until they have a definition they are all happy with.

Learners read an article as a group, and then together write one summary.

If participants are designing a programme, a report or an experiment etc, then as a collaborative task, they can together write their goals or outline the steps to achieving their task.

References

Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.

Siemens, G. (2008). Assessment of collaborative learning. (Vodcast). Principles of
Distance Education DVD produced by Laureate Education, Inc., Baltimore.

The Learning Tresury. (2011). Good to go teaching. (Blog). Retrieved from 

http://www.elearn.co/?paged=3

Learner Assessment Storyboard Sonja Pugh

Module 3

Principles of Distance Education

Learner Assessment Storyboard

Sonja G. Pugh

January 9, 2011

                            

Frame	Narration	Text/Graphics/Video
1	Sonja Pugh	Conference Topic Learner Assessment in Distance Education History   Graphic
2	Sonja Pugh	Issues involving Learner Assessments   Graphic
3…	Sonja Pugh	Types of Assessments Descriptions Evaluating   Graphic
9	Sonja Pugh	Conclusion Introduction of the speaker
10	Sonja Pugh	References