The evolution of mobile and online
education has revolutionized and introduced challenges for assessment. What are those revolutions? What are the
challenges? What is current online and mobile assessment methods being used and
what is their effectiveness?
Mobile technology use in education is
certainly a topic of interest as I learned this week. It started with an ISTE
blog on the topic, how can we be
innovative if everything has to be research-based? I got caught up in a
debate with several people regarding using new technologies that the old guard
as they called it, was hampering the use of mobile tech. The majority were blaming the need for
research stating that it was useless to spend time trying to find out, people
knew it already worked, etc.- all of this while initially beginning the search
on mobile technology and assessment!
Few articles were found that specifically
dealt with mobile technologies. Even articles as recent as 2005/6 focused on
technologies like Palm pilots rather than the current idea of using iPads,
cellular phones, slates or interactive pens; however, there were articles that provided a
great overview of recent technologies in learning environments. The mobile revolution in learning centers around the ability to learn anywhere. That includes distance learning and virtual environments, interactive technologies that may be used online such as interactive pens, video conferencing, etc. These technologies have reached a point that now people can benefit from learning without having to travel to a school site for every class session. A major challenge is that students actually spend time with the content and are assessed effectively. Brown (2006)
describes several types of turnkey learning assessment systems where students use mobile units to
work and respond to questions focusing primarily on the benefits of immediate
feedback and efficiency during testing. The systems described are primarily for
face-to-face environments.
Anghel and Salomie (2003) describe a
complex assessment system called JADE to be used in an eLearning environment
focusing on the virtual learning environment (VLE) assessment and site communication
issues, security issues, evaluation types, student answer analysis and grading
as challenges to virtual learning assessment. They also describe the future use
of mobile phones as part of the learning process and expansion of wireless
agent systems. The focused assessment model describes questions of limited
type. That would likely refer to multiple-choice questions. McGuire (2005) describes the need for
considering various types of assessment in online courses using both
synchronous and asynchronous methods. She outlines the use of portfolios
showcasing work and the use of annotation tools to create a work trail.
Similarly, Fisher and Baird (2006) describe a dynamic and varied activity set
to assess students rather than answering test questions in courses and working
with mobile technologies to research, message and work together while
learning.
Considering the articles found there is a
great deal of discussion regarding the need for assessment in online courses
that takes a different approach than a formal test format. The varied structure
of synchronous and asynchronous activity not only sets the framework for
dynamic learning activities but also provides evidence as to who is completing
assignments. The JADE program seemed to
have merit but it seems to be more a process of learning in an online
environment rather than how assessment should be done. The latter articles
confirm one another on the use of various types of assessment building to a
portfolio or showcase of work completed by students as a more accurate sampling
of objective mastery. The articles mentioning alternative assessment mention
the need for more such assessment. That would certainly infer that currently
much of what is currently available online is more formal or traditional
testing in virtual learning. The perception is that such testing is less
effective even though it is more prevalent. It seems that it all depends on the
purpose of the testing – to report a comprehensive evaluation or to be used as
a review or learning activity.
Brown, J. (2006, August). WORKING SMARTER NOT HARDER. T.H.E. Journal, 33(13), 32-34,36. doi: 1123828911
Fisher,
M., & Baird, D. E. (2006). Making mLearning Work: Utilizing Mobile
Technology for Active Exploration, Collaboration, Assessment, and
Reflection in Higher Education. Journal Of Educational Technology Systems, 35(1), 3-30.
McGuire, L. (2005). Assessment using new technology. Innovations in Education and Teaching International, 42(3), 265-276. doi: 1157106301
So...what is the purpose of testing, or what should it be, in a distance learning setting? What should be the primary method of assessment?
ReplyDeleteJoe Greene
The research I found only described that the current practice was formal testing; however mentioned that there was a need for alternative forms that were a better fit to online work. I mention this with the discussion of JADE at the end. My thought is that it really depends on the purpose for the assessment tool - cumulative activity or evaluation of content. The portfolio certainly provides more data than a simple test.
ReplyDeleteI do agree that synchronous and asynchronous activities work well in an online learning community. It is essential that assessment through an online learning facility take a varied approach in comparison to the assessment tools used in a traditional classroom setting. Of course, I agree that the most challenging component of online assessment would be cheating. This is due in part to the lack of control that is evident in a distance learning program. Seeing that students are in a less controlled environment, they can often manipulate the system and not take full advantage of the educational system by actually learning and allowing the online assessment to measure their degree of learning.
ReplyDeleteHence ideas as mentioned above, such as portfolios, checkpoints and similiar approaches can vary how student academic comprehension is measured and produce a more effective assessment tool.
Prior to this post I was not familiar with the program JADE but found it to be interesting. It seems as if this program could benefit some educators and students if used in conjunction with other methods of assessment that have already been put into practice.
Rodney,
ReplyDeleteI agree that it would be somewhat unrealistic to “think of gaming your way through college or a course,” (Reflection, paragraph 2). However, the idea of use of some gaming strategies would be fun and exciting. Problem solving skills would certainly be put to the test. In multi-player games, collaboration, teamwork and planning strategy would all come in to play. Perhaps its use to benefit non-traditional gamers would also be worth the time considering its use: these students who are not usually gamers could possibly improve speed of analysis and the other things that games can promote. While the use of gaming may not be the ultimate “play your way through college” adventure, a creative supply of lessons and courses could bring out things in students that they might not ordinarily have the chance to work on.
Thanks for the summary,
Tony
Please note that above comment was supposed to go into Module 5 - but didn't!! Just in case you thought I was losing it!
ReplyDelete