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Assessing Learners in Online Education: Conclusions and Solutions

Explore the importance of careful assessment design in online education and discover effective strategies for assessing online learners. This article discusses the need for assessment in distance learning, provides an overview of current assessment practices at Carteret Community College, and highlights the development of a Quality Assessment Plan. Additionally, it delves into the assessment of specific courses and presents the 7 principles of effective online assessment.

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Assessing Learners in Online Education: Conclusions and Solutions

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  1. “When learners are at a distance, the careful design of assessments is particularly important, because society somewhat unfairly imposes higher expectations on the assessment of online learners.” Oosterhof, et al. (2008) Assessing Learners Online

  2. Assessing Online Instruction at Carteret Community College ? ? ? ? ? ? Donald Staub, Title III Director Carteret Community College

  3. The Lineup • Assessment of DL • How We’re Doing It @ CCC • Assessment in DL • Conclusions & Solutions • Discussion

  4. The Need to Assess DL • SACS • Common Sense • it’s the right thing to do • we need some answers (in order to improve)

  5. “Comparability of distance education programs to campus-based programs and courses is ensured by the evaluation of educational effectiveness, including assessments of student learning outcomes, student retention, and student satisfaction.” • (CS 3.3.1) • COC Distance Education Policy Statement • http://www.sacscoc.org/pdf/081705/distance education.pdf

  6. How We’re Doing It • QAP • Success & Persistence Rates • Grade Distributions • ILLOs • PLLOs

  7. DL @ CCC • FA08 seated: 270 sections; 73% success / 22% failed or withdrew (15% W) • FA08 hybrid: 15 sections; 81% success / 18% D, F, WD (9% W) • FA08 internet: 61 sections;65% success / 33% D, F, WD (16% W) • FA07 internet: 59 sections; 34% D, F, W • FA06 internet: 48 sections; 34% D, F, W

  8. The QAP(Quality Assessment Plan) • Developed in-house (using models) • Peer-reviewed by content specialist • Stipends • All current online courses have been reviewed • All new online courses must be reviewed http://ccctitle3.wordpress.com/

  9. The QAP Score Card http://ccctitle3.wordpress.com/

  10. The QAP Score Card: Learning

  11. Grade Distributions (Fall 2008)

  12. ILLOs • Communication • Computer Literacy • Critical Thinking • Humanities & Fine Arts • Information Literacy • Personal Growth & Responsibility

  13. Computer Literacy - CIS 110 Outcome: Students demonstrate proficiency in the use of computer technology including application software, system software, and internet browsers. Assessment:Final Exam in CIS 110. This exam consists of a hands-on skills assignment for Word, Excel, Access and PowerPoint and a 25 question Multiple choice assignment with questions regarding computer hardware, system software, internet browsers and other related computer terminology.

  14. Computer Literacy • 5 Sections: CIS 110 3-WB; 2-IN • Attrition: • IN01: 35% • IN02: 26% • WB03: 17% • WB04: 28% • WB05N: 18% • Cross-section comparison (i.e. one course, different instructors)

  15. Computer Literacy - CIS 110 Same instructor teaching one section of each

  16. Personal Growth & Responsibility ACA 115 Outcome: Students demonstrate the ability to understand and manage self effectively.

  17. Personal Growth & Responsibility ACA 115

  18. Personal Growth & Responsibility ACA 115 • Advisement Project • In the fall of 2008, 79% of all ACA students (10 sections) scored 80 or above. • For online sections (2 sections), 70% (7 out of 10) scored 80 or above.

  19. Personal Growth & Responsibility PSY 150

  20. PLLOs Same instructor teaching one section of each (take a look at a common assignment from each section) • ACA 115 • ACC 120 • BUS 110 • ECO 251 • EDU 119

  21. ACA 115 - Learning Styles Project Students identify and explain the strategy used to prepare for an exam.

  22. ACC 120

  23. BUS 110 ECO 250

  24. EDU 119 4 test test items related to: working/communicating with parents, parental rights, and regulations dealing with parental contact/information. n=20 n=12

  25. Assessment in DL “The largest issue confronting online assessments is that of the dynamics that occur when the instructor and student do not share the same immediate space.” Milam, et al. (2004). In, Developing and Implementing Assessment of Student Learning Outcomes

  26. “In many instances, the assessment of an online course is not in alignment with the type of instruction that may have occurred in the course.” Palloff & Pratt (2009) Assessing the Online Learner

  27. “…today’s college student is used to using the online environment in ways that depart from those involved in the usual and customary ways in which online courses are delivered. Involvement in social networking is different from participating in an online course.” Palloff & Pratt (2009) Assessing the Online Learner

  28. 7 Principles of Effective Online Assessment Palloff & Pratt (2009) Assessing the Online Learner

  29. 1. Design learner-centered assessments that require self-reflection • regarding the lesson (e.g. “at what point this week did you feel most/least engaged?”) • when conducting collaborative work - “describe the quantity and quality of your work with this group”

  30. 2. Design and include grading rubrics • concrete • can be used for self-reflection

  31. 3. Include collaborative assignments “Collaborative effort helps learners achieve a deeper level of knowledge generation while moving from independence to interdependence, thus strengthening the foundation of an online learning community…” “…collaborative activities are best assessed collaboratively.”

  32. 4. Encourage students to develop good feedback skills • “The key to effective feedback is that it be constructive and encourage improvement.” • use proper netiquette • Instructor as model

  33. 5. Use effective assessment techniques • “Many instructors feel that more authentic assessments - such as projects, papers, and artifacts that integrate course concepts - are more effective means by which to assess student learning online.”

  34. 6. Design assessments that are clear, easy to understand, and likely to work in the online environment. • Group work, collaboration, high levels of interaction • Assessments that require demonstration of skill acquisition and problem-solving ability • use of alternative assessments

  35. 6. Ask for and incorporate student input. “Involving students in the development of assessments helps to move a learner from the role of student to that of reflective practitioner…”

  36. Donald Staub Title III DirectorCarteret Community Collegestaubd@carteret.edu 252- 222-6010 http://ccctitle3.wordpress.com/

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