When reading about the alternative models of assessment and the online environment assessment tools, I have always wondered how the online discussion forums would be assessed. This section was the answer to the question. In this section, the learners are introduced to the various models of assessing online discussion. In all the readings, I was able to read about 13 models of evaluating online discussion forums. All these forums can be divided into three big categories, based on what they are designed to measure:
Interactions: this measures learner-to-learner interactions and learner-to-instructor interactions such as, Henri's Interactive Framework (1992) and Gunawardena, Lowe and Anderson (1998).
Cognitive Processes: this is expected to measure the learning that has taken place in the forum using models such as Henri's Cognitive Framework (1992) and Newman, Webb and Cochrane (1997)
Assessing Online Learners' Role would use models such as Kirkley, Savery and Grabner-Hagen (1998).
This assignment was done as a power-point presentation using Skype. I had a hectic time for this assignment because of serious conflicts with my official and primary assignment. It was tough and it was like passing through hell. I believe the very low grade I have here is a reflection of the pressures of that time. The power-presentation can be viewed here:
Online Discussion Evaluation Models I
Online Discussion Models Evaluation II
One of the major problems I have here is that the presentation did not upload as a single file despite the fact that it has only a total of 53 slides and not up to 1MB in size. After hours of inability to upload this file, I decided to split it to two files (Part I carrying 26 slides and Part II carrying 27 slides). It was easy for me to upload the Part II but I had problems uploading the Part I again. This time, I felt the slide design I used must be heavy and decided to change the slide designs and this is when I was able to upload the two files.
Tuesday, 27 December 2011
E-Portfolio Assessment
One of the new concept of assessment that has become possible with the introduction of modern technology in education is alternative assessment. It is also called authentic assessment. The use of e-portfolio to conduct assessment is one of these authentic or alternative form of assessment. This section of the course is meant to introduce the learners to the concept of e-portfolio as an alternative assessment method. The major assignment in this section is for each learner to create an e-portfolio.
In order to be able to do this effectively, I needed to study about e-portfolios and all its various elements. This proved to be a rewarding exercise. The creation of this e-portfolio is the first I had ever done in life. It was full of so many challenges like loading my artifacts to the e-portfolio, especially my .jpeg and .ppt files. At the end, I was able to create one and the grade with the assessment was very encouraging. Records of this would be found in the blog titled biyiniyi and can be viewed here:
My First e-portfolio
Creating my first e-portfolio was a big challenge and the step-by-step report of how I created the e-portfolio is submitted as a separate report to my instructor. I invite you to read the problems and how I overcome them:
Report on my First E-portfolio
Learning here took two dimensions. In the first dimension, I learnt how to create an e-portfolio (a skill I am exhibiting right now almost effortlessly, except for one fresh challenge) and in the second dimension, my expertise and skills on the use of the computer was enhanced. I learnt how to convert documents to Google docs so that they could be used over the internet and shared with the public or invited people only. It was a rewarding and interesting exercise.
In order to be able to do this effectively, I needed to study about e-portfolios and all its various elements. This proved to be a rewarding exercise. The creation of this e-portfolio is the first I had ever done in life. It was full of so many challenges like loading my artifacts to the e-portfolio, especially my .jpeg and .ppt files. At the end, I was able to create one and the grade with the assessment was very encouraging. Records of this would be found in the blog titled biyiniyi and can be viewed here:
My First e-portfolio
Creating my first e-portfolio was a big challenge and the step-by-step report of how I created the e-portfolio is submitted as a separate report to my instructor. I invite you to read the problems and how I overcome them:
Report on my First E-portfolio
Learning here took two dimensions. In the first dimension, I learnt how to create an e-portfolio (a skill I am exhibiting right now almost effortlessly, except for one fresh challenge) and in the second dimension, my expertise and skills on the use of the computer was enhanced. I learnt how to convert documents to Google docs so that they could be used over the internet and shared with the public or invited people only. It was a rewarding and interesting exercise.
Monday, 26 December 2011
Bias, Safety and Legal Issues in Online Assessment
Online assessment brought along with it the issues of bias, safety and some legal implications that educators need to consider seriously. This is the next section of the course. This section was done also as an online discussion. As to bias, discussions centers mostly on assessment based on uniformity of standard; biases based on gender and class as well as the validity of measurement, that is, is the item measuring what it is expected to measure. Safety on the other hand deals with the credibility of the assessment process. For example, the issue of who is taking the assessment at the other end of the system, especially when the assessment is being taken at a distance. Finally, legal issues relating to the permanence of the educational records of learners and the damage such records can portend if they fall into wrong hands. The forum also discussed extensively the manner in which these issues can be handled to produce reliable and valid assessment. Below is the link to the discussion forum:
Bias, Safety and Legal Issues in Online Assessment
As you read the online forum, you will discover that I goofed in my first submission on the forum as I mistook online assessment for online discussion forum assessment. This was promptly corrected by my instructor's feedback and I got back to the current soon after that. At the end of the discussion forum, each participant also gave a summation of their learning experience of this section.
The main problem I had here was that I had to go back and read all over as I had mistaken the thread of the assignment. However, within a week, I was back to the forum and continued with the discussions. However, I got to know here that there are legal rights in assessment that learners are entitled to (which in developing countries like Nigeria is a mirage). Apart from this, I came to know that online assessment could also be fraught with bias which hitherto I had taught would be limited to traditional assessment. Safety issues revolving round the security of the examination was another area I learnt that online login matters can be tightened when biometric assessment are added to ensure that the expected candidate is also the person writing examination. Various steps to be taken are also learnt. Since this was a discussion forum, I did not have any major problem.
Bias, Safety and Legal Issues in Online Assessment
As you read the online forum, you will discover that I goofed in my first submission on the forum as I mistook online assessment for online discussion forum assessment. This was promptly corrected by my instructor's feedback and I got back to the current soon after that. At the end of the discussion forum, each participant also gave a summation of their learning experience of this section.
The main problem I had here was that I had to go back and read all over as I had mistaken the thread of the assignment. However, within a week, I was back to the forum and continued with the discussions. However, I got to know here that there are legal rights in assessment that learners are entitled to (which in developing countries like Nigeria is a mirage). Apart from this, I came to know that online assessment could also be fraught with bias which hitherto I had taught would be limited to traditional assessment. Safety issues revolving round the security of the examination was another area I learnt that online login matters can be tightened when biometric assessment are added to ensure that the expected candidate is also the person writing examination. Various steps to be taken are also learnt. Since this was a discussion forum, I did not have any major problem.
Evaluation of Online Assessment Tools
Having compared online and traditional assessments, it was time to move into the course proper. The major task at this point was taking a critical look at the online assessment tools. We discussed the tools, the kind of what they could assess, the merits and the demerits of the assessment tools among others. The discussion forum is very rich with 54 discussions and it carries the views of all the participants (though we are 4 including the instructor). The discussion is capped with the individual summation of the learning experience. The online discussion forum tells the whole story and could be linked up here:
Online Assessment Tools Discussion Forum
The major thing I have been exposed to in this section is that of alternative assessments. When it was first mentioned, I decided to go and read more about it and my findings were remarkable. I was also introduced to the e-portfolio as a form of alternative assessment through one of my colleague's submission. As a form of alternative assessment, e-portfolio is authentic and can be used without bias if the rubrics for assessment are clearly stated. Finally, I learnt that online assessment should take on many models, such as: forum discussions, assignments, projects, group works, e-portfolio among others. This would help the learners as those who are wek in one model would make up through another mode. I had no serious challenges in doing my work also in this section.
Online Assessment Tools Discussion Forum
The major thing I have been exposed to in this section is that of alternative assessments. When it was first mentioned, I decided to go and read more about it and my findings were remarkable. I was also introduced to the e-portfolio as a form of alternative assessment through one of my colleague's submission. As a form of alternative assessment, e-portfolio is authentic and can be used without bias if the rubrics for assessment are clearly stated. Finally, I learnt that online assessment should take on many models, such as: forum discussions, assignments, projects, group works, e-portfolio among others. This would help the learners as those who are wek in one model would make up through another mode. I had no serious challenges in doing my work also in this section.
Comparing Online and Trational Assessment
As expected, the starting point is to compare the online assessment with the traditional assessment. To do this, there is the need to explain the coming of online assessment which arose as a result of the increasing opportunities brought by the modern technology and its introduction to learning. This in the first place led to online learning and finally led to the introduction of online assessment methods because new pedagogical environments would definitely call for new assessment methods.
Thus, the first task was to explain the merits and the demerits of online assessment as compared to traditional assessment. To effectively handle this assignment, I needed to use other materials and the web along with the OUM library was readily at my disposal. It was an interesting assignment and the grade was encouraging as well and the manner in which my instructor was handling the course was also fantastic. The paper comparing online assessment with traditional assessment can be seen here:
Comparing Online Assessment with Traditional Assessment
Here I have learnt the advantages of using online assessment as well as the disadvantages. I have also been able to have a comparative view of both online and traditional assessment which enables me to draw a conclusion as to which is preferable. No major problem as faced at this point. My search for further materials have also broadened my knowledge of the OUM online library as I now have access to 24/7 books.
Thus, the first task was to explain the merits and the demerits of online assessment as compared to traditional assessment. To effectively handle this assignment, I needed to use other materials and the web along with the OUM library was readily at my disposal. It was an interesting assignment and the grade was encouraging as well and the manner in which my instructor was handling the course was also fantastic. The paper comparing online assessment with traditional assessment can be seen here:
Comparing Online Assessment with Traditional Assessment
Here I have learnt the advantages of using online assessment as well as the disadvantages. I have also been able to have a comparative view of both online and traditional assessment which enables me to draw a conclusion as to which is preferable. No major problem as faced at this point. My search for further materials have also broadened my knowledge of the OUM online library as I now have access to 24/7 books.
HMOA5403-Online Instructional Assessment
This course is designed to enable learners to understand, use and apply online instructional methods. The idea is to make students know the manner and the methods in which assessment can be done within the online learning environment in an holistic manner along with the use of feedback and evaluation tools.
The objectives of the course are stated below:
At the end of the course, students will be able to:
1. Explain the merits and demerits of online assessment as compared to traditional assessment.
2. Give a critical evaluation of various online tools.
3. Evaluate and present the various models used to assess online discussion
4. Create an e-portfolio using any available tool.
5. Discuss bias, safety and legal issues related to online assessment
Instructor:
The objectives of the course are stated below:
At the end of the course, students will be able to:
1. Explain the merits and demerits of online assessment as compared to traditional assessment.
2. Give a critical evaluation of various online tools.
3. Evaluate and present the various models used to assess online discussion
4. Create an e-portfolio using any available tool.
5. Discuss bias, safety and legal issues related to online assessment
Instructor:
Dr.R.Shriram, Director – Faculty Training Academy and Professor – Department of Computer Science and Engineering, B.S. Abdur Rahman University, Chennai, Tamil Nadu, India. shrionsong@yahoo.com
Pre-HMOA5403 Thoughts
Going through the course description, I knew this was going to be a very interesting course. Though this is also the first time I would be learning anything that has to do with online assessment, I knew it was going to be like other assessment courses, interesting. Since I have been itching for the introduction of online facilitation in NOUN, I knew I had to learnt as much as I can from this course so that I could help NOUN to begin doing the right thing in online assessment when eventually we start using the online facilitation. It was with this spirit that I prepared to undertake this course.
The main textbook for the course is Hricko and Howell (2006) and additional references are Howell and Hricko (2005) and Rabinowitz and Brandt (2001).
The main textbook for the course is Hricko and Howell (2006) and additional references are Howell and Hricko (2005) and Rabinowitz and Brandt (2001).
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