Assessment in Distance Education
Determining & Measuring Learning Gains - Grading
Equivalency Theory of Distance Education
"The more equivalent the learning experiences of the distant learner are to the learning experiences of the traditional learner, the more equivalent are the learning outcomes."
Learning Experiences
Anything that happens to or with a student that promotes learning, including what is observed, felt, heard, or done.
3 x 5 x 5 Approach
3 Units/3Credit Course
5 Modules/Unit
5 Concepts/Module
&
1 Objective/Concept
Chunking of Information
Pre-Chunking Post- Chunking
Assessment Strategy1. Outcomes Based2. Student Constructed3. Standards Driven
Three Components of Objectives
Assessment
9 Events of Instruction
Grading Schemes
• Instructor Determined
• Student Determined
• Modified I/S Determined
RubricsA rubric is a scoring device or tool
that publicly acknowledges what is judged and establishes criteria or benchmarks for acceptable performance, and/or levels of performance that can be equated to grades.
Assessment Methods
• Objective Tests• Short Answer Tests• Extended Answer Tests – Essays• Practical Tests• Situational Assessment/Skill Assessment• Assignments and Projects/
Presentation & Oral Assessment• Portfolios
Recommended Distance Education Assessment Plan
1. Outcomes Based: With Student and Student Constructed
2. Modified I/S Scheme: Student Weighting of Assignments or Multiple Assignments
3. Objective Tests – Knowledge/Comprehension-level Objectives
4. Projects and Portfolios with Rubrics – Analysis/Application Level Objectives
Norm ReferencedAssessment
Criterion Referenced Assessment
Presentation andOral Assessment
Combined Instructor/Student Determined Grading Schemes
Option #1 – Contract Grading – Multiple Projects – More Projects = Higher Grade
Option #2 – Project Weighting – Instructor Determines Projects & Student Assigns Weights to Projects Within Parameters
Option #3 – Combinations
Skill or Performance Assessment
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