Assessment-EDUC 633

We have come a long way since paper and pencil tests.  Technology today has introduced various modules in distant education which include but are not limited to, Blackboard, Edmodo, Moodle, Schoolology,  and many more.  These apparatuses can facilitate courses as well as assess students before, during, and after their instruction.  Students can take a quiz based on the objectives on a computer, and the best part is that the results are already calculated for the instructor!  Horton (2012) discussed various ways of implementing assessments in e-learning.  Questions should be related to the objectives and the student should be able to answer the questions from the appropriate materials that were talked about in the particular section.  Depending on the question, there are many choices for the type of question and the desired answer.  For example, using multiple choice, cloze or text based questions, listed answers appropriate for the question and much much more.
A revolution of paper and pencil tests was that the test became limited in the students' responses. Madura and DeDe (2010) evaluated the revolutions of assessments and vowed that computerized testing has more value when they are simulated with audio and text that can create higher level thinking for those students and allow them to think deeper and take their thoughts to the next level in their content.  Allowing audio and text can help students with disabilities participate in assessment tools that might not even be furthermore accommodated.  Another assessment is called virtual assessment which can allow the delivery of standardized tests without extensive training, they will require less materials, and the test will allow less administration of the test because the simulation takes care of that for the students.
Barbour (2012) used virtual assessments for an at-risk high school student that participated in both synchronous and asynchronous online schooling. The researcher found that this particular at-risk student had a hard time staying on task and finishing assignments.  This students was also very capable of completing the assignments in an formal and informal classroom.  The student lacked the tools to complete technology assignments at home.  The ineffective form of assessments and the delivery of the instruction wasn't motivating enough for this particular at-risk student.
Based on my own personal philosophy of an online school environment, I think prioritizing and motivation is a huge concern for distance education.  Consequentially students who do not perform on assessments are clearly not doing the coursework in the distance education.  Lack of discipline or unclear expectations play an important role if we want our students to effectively complete and assess themselves effectively in this type of environment.  Society today has a lack of work ethic and online education isn't for everyone.  I think learning how to use technology effectively in order to complete assessments plays a huge learning role as well.  I like that Madura and DeDe (2010) used virtual assessments and made it easy for people to take their course, this is the direction we need to go.  People will succeed if the course materials are engaging and easy to use.

Barbour, M.K. (2012). Virtual schooling through the eyes of  an at-risk student: a case study. European               Journal of Open, Distance, and E-learning. Retrieved from:                                                                       http://files.eric.ed.gov/fulltext/EJ979591.pdf

Horton, W. (2011). E-learning by design (2^nd ed.). San Francisco, CA: Pfeiffer. ISBN: 9780470900024

Madura, J.C. and DeDe, C. (2010). Assessment technology and change. Journal of  Research on                       Technology in Education, Vol. 42,3, pp. 309-328. Retrieved from:                                                             http://files.eric.ed.gov/fulltext/EJ882508.pdf