Assessment in Online Education

Mobile education and online education are two recurring systems that are of high interest in the field of education.  It is often shown that educators are not completely sure how they should implement mobile devices and adequate assessments into their curriculum.  Rocco (2009) states that assessments and evaluations in an online program often have challenges with the development of the rubrics.  Seeing that the classes are taking place at a distance, it is essential that instructors make clear and precise expectations when they are developing their rubrics by which they will assess the students. 

As mentioned in the quote, the issue of cheating is always one of the major issues with online assessments.  At one point there was talk at a few universities of requiring students to have a registered webcam device that would record the students taking assessments.  This would give the universities proof as to ensuring that the actual student is the one taking the assessment and doing so according to the classroom stipulations. 

Buchanan (2008) states that evidence exists that Web-based versions of tests may not always measure the same constructs as their traditional antecedents. This also presents to instructors that they must develop assessments in such a way that accurately measures the progress of students just as well as in a traditional classroom setting.

No matter if assessments take place in an online educational setting, through the use of mobile education or online education, there is a need to ensure that the overall assessment is relevant to the students and can show a demonstration of their ability to comprehend the course material, not just recall facts.  Robles (2009) states that online assessment must measure both learning objectives and application of knowledge.

 Many current assessment techniques can be modified for online use.  It is an important factor that the assessment is of great value to assess the objective mastery.  Therefore by allowing students to place all of their work in one central location, that give the student, as well as the instructor, a better ability to assess the students and determine their academic gains, in respect to their educational community.

Buchanan, T. (2008). Online  Aassessment: Desirable or Dangerous? Professional Psychology: Research and Practice. 33 (2). 148-154.

Robles, M. (2009).  Assessment Techniques.  Delta Pi Epsilon Journal. 44 (1).  39-49.

Rocco, S. (2009).  Online Assessment and Evaluation.  New Directions for Adult and Continuing Education.  113. 75-86.

 Select one learning, distance education, Briefly summarize the distinctives of your chosen theory. You may choose one or two. Then, summarize the key strengths (or usefulness) and weaknesses (or non- usefulness) of the theory for online or mobile course development.Your discussion of strengths and weaknesses may focus upon a specific population of your choice (i.e. third grade students, university undergraduates, adult learners, etc.); the discussion should be based in research. Then, identify how you might practically apply this theory in distance education course development, or how the theory may serve as a foundation to your distance education course development

The distance education theory that I researched had a lot to do with the negative views on distance educaiton.  The theory emphasized that distance education is simply a hodgepodge of ideas and practices taken from traditional classroom settings and imposed on learners who just happen to be separated physically from an instructor.  The theory also focuses on the quality of learning that takes places in a distance education program in comparison to a traditional classroom setting.  To adult learners this theory could play a major inpact on their thoughts towards distance education because a lot of employers have prejudices towards distance education and base some of their employment decisions off of these ideas.  This also plays a factor because this view could discourage those potential students that are interested in distance education.

This theory is a strength towards online course development because it challenges educators to push the bar and differentiate their instruction in such ways that they meet the needs of all of their students.  This could also challenge the potential students to research more about educational institutions and make the educational choices that best fit their educational needs.  A weakness is that the discouragement in this theory could cause some instructors to not care as much as they should when it comes to accomodating lessons and implementing instructional practices.  Therefore the quality of educational experiences would be limited for the students. 

In distance education course development I would apply this theory when it came to developing my overall curriculum.  This is important because I would have to be able to understand this theory in order to establish my curriculum built on frameworks, standards and course guides.  By doing these things I would be able to ensure that my distance education course is structured in such a way that it does not diminish the educational experience through the distance course, but rather the experiences are just as filling, if not moreso, than a traditional classroom experience.

Anthony Ch 10. Hall Ch 6

This weeks reading in the Anthony text was interesting to me because it presented information to me that had never entered my thought process.  One thing that stood out to me was the infomation about how school districts evaluate software and determine what products they will use in their schools.  It was interesting because technology use is being pushed so hard in the classrooms that school districts often put in place new software that is engaging to the learners and opens them up to a variety of technological skills. 

At times it is difficult for school districts to implement new hardware and sofware programs becacuse of cost issues that are associated with the enhancements.  Therefore school districts have to allow certain funds to go towards their technological advances and still maintain budget for their other departments.  It was interesting when the book mentioned that large urban school districts will often not change hardware manufacturers even if better performing software is available or if its less expensive; this is due to them not wanting to change or convert the software.  This makes me wonder where do the interests of these school districts lie?  Seeing that they are willing to not upgrade systems for better performance, how can they offer the best to their students when choosing cost over quality instruction?

Another thing that stood out to me was the mentioning of the evaluation of hardware for instructional applications.  I think the fact that school districts allow teachers and schools to have flexibility when choosing the types of hardware to use in their classrooms.  This is beneficial to the teachers because they can choose hardware that they are familiar with and that will help to maximize the learning that is taking place. 

The Hall text really broke down how reflection of assessments and material can contribute to effective growth.  It is vital that people understand how they are performing and what areas of strength and weakness need to be addressed.  As a teacher, I related the Professional Growth Plan to Long Range Plans.  I am currently going through my Adept, Safe-T formal evaluation process and I have to complete my long range plans.  Similiar to the Professional Growth Plan, goals must be outlined, areas of growth must be stated and numerous other things.  I think that the ability to accecpt constructive criticism and use it as a source of reflection to help evaluate performance; it helps to develop strong leaders that can contribute to a team or a to an organization.

Anthony Ch 7-8. Hall Ch. 5

Hello everyone,

As a reflection to the third class meeting I am going to discuss some of the comments I had during the discussion and in response to some of the discussions that were made. 

One thing that stood out to me was the first discussion about how some people had little to no knowledge about some basic computer education skills.  I find this to be the case as well because a lot of the older generations did not have computer education incorporated into their classrooms.  Hence when society became so technology driven years down the road, this did affect a lot of the older generations because they did not have adequate knowledge about a lot of the technological advances that were being seen in society.  Therefore I feel that it is vital that students in todays society get introduced to computer skills early in their education so that they are prepared to face this ever-changing society.

Another topic from the text that brought interest to me was discussion about how multi-media is driving a lot of technology in the classroom.  My example was about how the Breakthrough to Literacy program in my school is somewhat of a good and bad thing.  First the program includes a ton on multi-media because it involves alot of interactive games, videos, etc.  All of these things engage the students more into the learning process of literacy skills; however the teachers are required to make sure that each student is on the computer program every day for 15 minutes. This can hinder the educational process when so much time is being taken away from instructional delievery but at the same time enhances their educational skills on computers.

One other thing that I thought was interesting was how blogs are considered one of the most used social networks on the internet.  This was interesting to me because prior to the course I had never used a blog but it's interesting to see that schools are now incorporting blog use into some of their classrooms.  I teach kindergarten, but if I was teaching a middle school or high school course, I would think that it would benefit my students if they were to keep journals through blogs.  Overall its an interesting chapters in the Anthony text and the Hall text brought some interest as well.

Anthony Ch 4-5. Hall Ch. 3

This reading was of some interest to me but it mostly discussed some concepts I was previously familiar with in the Anthony reading.  One thing that did stand out to me was the information about office automation.  I thought this was interesting because I do see great use of this in my current school of employment and in every school that I have taught or assisted in.  I agree with the text when it states that word processing software has become an industry in itself.  The use of this software can be seen in almost in career setting but especially in teaching when alot of the "admistrative" aspects of teaching are done though one, if not all of the processing sofware packages mentioned.

 Of all the information discussed in this text, the web on page 63 really drove the information about office automation home for me.  I did not realize how office automation impacts not only the teachers and admistrators but numerous other mediums in the school environment.  My question to you all would be, do you think that if there was a complete breakdown in these software packages, could a school system still find other mediums to survive or would that cause a "freeze" in the school system?  I say this because alot of school systems depend on these packages for attendence, assessments, schedules, budgets, curriculum guides, newsletters, ets.  It seems that with schools becoming so dependent on software packages and technology, it would be extremely challenging for a schoool system to survive without its use. 

In reading in the Hall text, I was immediately drawn in by the quote that opened the chapter.  This quote from Joel Barker states "Vision without action is merely a dream; action without vision just passes the time; vision with action can change the world."  This can tell educators on a deeper level that they must have a framework of a vision and determine what measures success for them as teachers and for their students.  The theory of this text was stating to me that it is not enough to have a vision but but to develop a plan as to how the goals will be reached. 

As with any school there is a vision that is set in place to drive the organization with a sense of direction.  The vision of any organization generally tells of that the organization hopes to become.  The development of this vision should be put into place as a realistic and credible statement that hopes for a future that is better and more pleasant in vital ways that contribute more than the existing conditions.  This school as a whole should have a vision, as well as the school district.  But is it beneficial for teachers to have individual visions that drive the direction in their own classrooms? 

Anthony Ch. 6, Hall Ch. 4

This weeks reading was very interesting considering how my school district is pressing the issue of incorporating technology into the classroom.  My current school district has made many steps towards the issue of instructional technology.

One of the issues that stood out to me in the Anthony reading was the breakdown of the six critical issues in planning and implementing instructional computer applications.  I agree with all of these issues because they do all play a vital role in the success of computer technology being in a school or classroom setting.  The book mentions the access to hardwards and the role of the teachers and administrators first on the list.  It is clear that if schools do not have appropriate access to technology then it will be impossible to expose these mediums to students.  Also it is not just enough to have the material but to be able to make it meaningful and relevant to the learning experience of the students. 

The other two things from this list that I find to be the most critical would be the quantity and of the software and teacher preparation and training.  The availability of technology should be in such a way that students can work on some assignments independently and some in groups.  If there are not enough pieces of technology available to a set of students, this could hinder the learning process.  It is also important that teachers, the facilitators, are very familiar with the technology and can adequately demonstrate to students the use of technology and show how it adds to the curriculum.

In my school district, at the elementary grade level, there is an implementation of a computer program called Breakthrough to Literacy.  This program is built on enhancing literacy skills for students and gives them a variety of games and educational programs to assist them with literacy skills.  I see first hand how the use of this computer education program can get my 26 kindergarten students excited about learning and it exposes them to the basic skills of using computers.  This refers me to Anthony's mention of how instructional gaming software attempts to make learning fun by combining learning and entertainment.  The ability to add instructional technology gaming activities into a lesson will add variety to a student's day and allows them to learn through a supplement of typical instructional delievery.

The reading in the Hall text was a great enhancement to the reading in the Anthony text.  The mention of how technology should be used as a tool to support instruction is a widespread philosophy that is shared among many teachers.  The depth of this philosophy goes further to understand that the technology must be relevant, add depth to instruction and be engaging.  The overall context states that technology must add value to a classroom setting and not just become frivalous in nature. 

The implementation of technology in a classroom can add depth to any lesson if it is well thought out and planned by the teacher.  The benefits for the students can be shown through them having a better understanding of the curriculum.  Hence what they are being taught can be enhanced by technology.

Week 2: Anthony 3, Hall 2

Hello all! 

(This is my first time posting a blog and I'm a little excited!  It seems similiar to posting in a discussion board, but I guess I shall soon see if that is true.)

The reading from this was very interesting and provided me with insight on technology and leadership that I had not necessarily researched prior.  The one thing that stood out to me in the Anthony reading was the debate on when is it appropriate to introduce computer education in the school systems.  The reading gave mixed feelings and the majority of the reasons seemed valid on both accounts.  Some argue that the upper grades would benefit more from computer education because they are beginning to learn career skills.  On the other hand some mentioned that the "earlier the better" approach would greatly prepare students and enhance their ability to perform computer skills.  I feel that the latter approach is the better of the two. 

In teaching kindergarten, I can see first hand the benefits of introducing students to computer skills at an early age.  In my school the kindergarten students are all enrolled in a program called "Breakthrough to Literacy."  This program is built around literacy skills but it requires that students know some of the basic computer skills.  Students have to use the mouse, click on objects and select them.  Basically the students are being introduced to the computer screen and using the mouse through this computer system.  However, this year at my school each kindergarten class is going to have Computer Lab as one of their related arts times.  Hence this will also give our students more exposure to computers.

I feel it is important to introduce students to computer education at an early age because society today has almost everything driven by technology.  Just as teachers prepare students by teaching the reading, math, science, health, etc; it is equally as important that they have some knowledge of computer skills.  Therefore if these students are exposed to computer education at an early age, then will have the foundational skills that they need to build upon for their upcoming school years and possible career choices. 

When I read this in the book I also thought about how it is recommened to teach students a second language while they are young because it is easier for them to comprehend and retain.  The same can be thought for teacher computer skills.  I'm interested to see how you all feel about this issue.  Seeing that we have the kindergarten teacher point of view, mines, what other careers do we have in this class that could add insight from another perspective?  Perhaps a middle school teacher, high school teacher, related arts teacher, school administrator?

Yet another thing that struck my interest was in the Hall reading. The three types of learners depicted in this book are all knew defintions to me.  When seeing these comparisons, I feel as if I'm a sensei leader.  I definitetly agree with the perceptions of the sensei leader: engaging, but freely delegates as needed.  I see this in my style of teaching in my classroom.  I am the lead teacher in my kindergarten classroom but I also have an assistant.  In order to have the structure of the classroom flow smoothly, it is important to me that I have a certain level of respect and understanding with my fellow teacher.  Therefore I do "pull my weight" in the class but I also tell my assisstant what I need done.  This was difficult to do when I first got into this teaching position because my fellow teacher is twice my age; I'm only 23.  However as time continued on I found it easier to delegate responsibilities as the respect level was established. 

Which this leads me to the question, does age play a factor in determing what type of leader someone is?  Perhaps if someone is leading children as opposed to an adult, their leadership style will vary.  Also can someone have a particular leadership style in one setting and change to a different leadership style in another setting.  I say this because, I know that I can be a sensei leader with my assistant teacher but more of a sage leader.  Thanks in advance for the insight on the questions!