Best Practices in e-Assessment

Abstract

Executive SummaryAccording to Martell and Calderon (2005), assessment is an ongoing process that involves planning, discussion, consensus building, reflection, measuring, analyzing, and improving based on the data and artifacts gathered about a learning objective. Assessment encompasses a range of activities including testing, performances, project ratings, and observations (Orlich, Harder, Callahan & Gibson, 2004).Impacting education from early childhood through graduate studies, the assessment movement is based on standards and outcomes, measuring results, and holding educational institutions accountable for student learning. Oversight bodies and accrediting agencies are beginning to require the establishment of learner-centered outcomes that reflect the well-rounded knowledge, competencies, and abilities preferred in today's students; the alignment of curriculum to reflect the desired progression and cognitive development of learners; the collection of data that demonstrates the satisfaction of learning objectives; and the use of assessment information to inform decision making (Buzzetto-More, 2006).The use of information technologies and e-learning strategies can provide an efficient and effective means of assessing teaching and learning effectiveness by supporting traditional, authentic, and alternative assessment protocols (Bennett, 2002). According to Vendlinski and Stevens (2002) technology offers new measures for assessing learning that will yield rich sources of data and expand the ways in which educators understand both learning mastery, and teaching effectiveness. The use of information technologies and e-learning to augment the assessment process may include: pre and post testing, diagnostic analysis, student tracking, rubric use, the support and delivery of authentic assessment through project based learning, artifact collection, and data aggregation and analysis.The purpose of this paper is to provide insight into the origins, evolution, and key concepts of assessment as well as illustrate some of the ways in which technology and e-Learning serve as the most promising mechanisms for satisfying assessment goals and objectives. This work is based on an exhaustive review of literature, the analysis of a number of critically acclaimed assessment programs, as well as the authors' own work in the development and use of e-Learning in the design, and implementation of an assessment program at a mid-sized institution of higher education located in the rural Eastern Shore of Maryland in the United States. The program being profiled includes computerized longitudinal testing, online diagnostic testing, competitive networked simulations, rubrics, student discussion transcripts, taped presentations, and electronic portfolios.

A Pedagogical Critical Review of Online Learning System

“…Online learning system has been proven effective to provide instruction to students and know the student assessment results in a format that can be refined and reused over time (Buzzetto-More & Alade, 2006). Website as a medium of learning that is heavily influenced by the sound pedagogy; content can support a traditional, learning outcomes, authentic, alternative learning and assessment protocol (Dziuban et al, 2015).…”

Tranformaciones en la universidad hoy: integración de modalidades formativas

“…Finalmente otro determinante clave en la modalidad híbrida es la existencia de un sistema de evaluación continuo e integrado, es decir, que compile las evidencias tanto de los momentos presenciales como de los no presenciales (BUZZETTO-MORE y ALADE, 2006;PACHLER, DALY, MOR y MELLAR, 2010). Las actividades, por tanto, pueden ser evaluadas en red o presencialmente, y al final, en la evaluación sumativa tener todos los resultados en cuenta por igual.…”

Assessment for Complex Learning Resources: Development and Validation of an Integrated Model

“…Thus, rethinking eassessment practices towards advocating alternative assessment has emerged. Alternative assessment practices -including self-and peer-assessment, portfolioassessment, behavioral assessment, and performance assessment [6] -point to the need of considering learning and pedagogy theories by advocating constructive, authentic, contextualized, and deep learning assessment. Consequently, educators are faced with the challenge of developing authentic, reliable, and ethical e-assessment methods that are integrated with the learning process, evaluate learning, engage students, appraise students' learning process, and promote further learning [7].…”

“…Thereby, it can be differentiated between macro-adaptivity (concerning the adaptive presentation of learning content and adaptive navigation support) and microadaptivity (concerning non-invasive interventions effecting the presentation of learning objects) [25].  Assessment method: There is a wide variety of assessment methods, reaching from simple tests, instructor observations, or writing samples to discussions or the analysis of student work [6]. [27].…”