EDUC 633 Assessments Blog

As we have discussed in this course and as I have done in many courses at Liberty University, online and distance education has gone through significant changes over the past several years. One of the major discussion points for this in my experiences is that to create an effective distance education course, the course must be designed specifically for distance education. In my undergraduate program, I took a few distance courses, and often found myself watching recorded lectures and taking quizzes and tests on the information. In the text, E-learning and the Science of Instruction (Clark & Mayer, 2011), the authors stress the differences between brick-and-mortar and distance classrooms, focusing on how to apply principles specifically important in e-Learning.

With this knowledge, distance courses are changing to be more engaging and learner-focused. Osuji (2012) suggests that all forms of e-assessment are beneficial to learners and instructors, as some biases can be eliminated and critical thinking illuminated. The author also suggests several e-assessment makers (such as Maple T A) to assist instructors in creating an assessment that helps not only record but also analyze the results. Osuji (2012) supports that e-assessments increase test reliability and validity, and that they can record cognitive and skills-based achievements. Vonderwell & Boboc (2013) suggest using formative assessment in assessing students in a student-centered distance learning environment. Some examples are online journaling, a one minute paper, role play, and a questions wall (Vonderwell & Boboc, 2013).

In reading these articles and using what I have learned in my studies as a graduate student, I am beginning to feel as though the possibilities for assessment in an e-learning classroom are endless. It seems as though there are many opportunities for instructors to assess, as long as they are aware that the course and instructional materials must be adapted for distance learners. I think that formative assessments are more natural assessments that occur during the learning process that help shape instruction, and fit into my distance education learning theory. At the higher education level, I think that reflections on content (papers, blogs, discussions, etc.) are valuable formative assessments that allow the instructor to evaluate how and what the students are learning and what steps to take or changes to make in future instruction.

 

Osuji, U. (2012). The use of e-assessments in the Nigerian higher education system. Turkish Online Journal of Distance Education, 13(4), 140-152. Retrieved February 3, 2014, from the Education research complete database.

Vonderwell, S., & Boboc, M. (2013). Promoting formative assessment in online teaching and learning. Tech Trends: LInking Research & Practice to Improve Learning, 57(4), 22-27. Retrieved February 3, 2014, from the Education research complete database.