E-Learning - Web-based Assessment

== Web-based Assessment ==

Assessment, in relation to e-Learning, is considered to be the weak link within the concept as Internet tests are seen as still lacking performance assessments that support learning. The primary difficulties with assessment through e-Learning are; delivery and communication; the lack of proximity and body language for feedback; the lack of instructor perception and control over the learning environment; difficulty of authentication and privacy; and the lack of informal interaction. (Garrison and Anderson 2003, 93) Due to this nature of the online classroom, certain aspects of curriculum are difficult to assess.

With the development of e-learning assessment has come the shift from testing to assessment. Assessment focuses on the integration of instruction, learning and assessment. (Jochems, Van Merrienboer and Koper eds. 2004, 40) The term performance learning has evolved, referring to the level perceived as worthwhile and relevant to the learner, and gives the learner the ability to use acquired skills and knowledge together. (Jochems et al 2004, 41)

Assessment is directly linked to effective teaching and learning as it typically displays understanding and achievement. It integrates assessment and instruction and should ideally diagnose any misconceptions or challenges the student is facing. Assessment in an online environment should function to; communicate achievement status for students; provide self-evaluation to the learner, identify student placement for education paths or programs; motivate the learner; and evaluate the effectiveness of instruction programs. (Garrison and Anderson 2003, 94) Assessment should occur throughout the entire online course and provide the learner with frequent and comprehensive formative feedback, an important aspect in shaping fundamental learning. It may be production focused, behaviour focused or extended written response to ensure that the learner applies critical thinking skills in the process. (Jochems et al 2004, 43)

Peer assessment activities enable students to criticise or comment on content related criteria in relation to other students’ work. This means of assessing supports the development of continuous self reflection of both behaviour and learning, and decreases teacher workload, ultimately promoting social interaction, individual accountability and positive interdependency. (Jochems et al 2004, 44)

In designing effective online assessment programs, a number of guidelines should be followed so that assessment is integrated with instruction, providing additional learning experiences for students.

• Define the purpose of assessment in terms of the skills and theory that the students should be familiar with.
• Define performance assessment tasks that require students to demonstrate the skills and theory.
• Define performance criteria to assess students’ efforts against.
• Create performance rubrics, to numerically score each performance criteria on.

(Jochems et al 2004, 41)

An example of online assessment is Computerised Adaptive Testing (CAT), which works to continually evaluate the ability of the student. (Jochems et al 2004, 39) CAT does this by compiling individual tests for users which avoid questions that are too easy or too difficult. These assessment tools, while being able to be used at any time or place, do still focus heavily on testing rather than assessing. Testing sees the system simply gathering data and returning results rather than providing opportunities for performance improvement.

=== References ===
Garrison, D. and Anderson, T. 2003. E-Learning in the 21st Century. London: Routledge Falmer. ISBN 0415263468

Jochems, W., Van Merrienboer, J. and Koper, R. 2004. Integrated E-Learning: Implications for Pedagogy, Technology and Organisation. London: Routledge Falmer. ISBN 0415335027

=== Contributors ===
Stephanie Dodgson 09:44, 27 Oct 2005 (EST)