It is true that assessment in e-learning is much like assessment in classroom settings in that there are different types of assessment such as:
formative assessment
summative assessment
peer-assessment
self-assessment
Formative assessment provides feedback during the learning process. It assists learning by providing feedback to students throughout the semester/year which can be used to highlight areas students need to work on and encourage improvement (Iahad, kalaitzakis, Dafoulas, & Macaulay, 2004). Summative assessment, on the other hand is used to assess whether standards have been met at the end of a study period. It is generally used for grading and ranking students (Iahad, kalaitzakis, Dafoulas, & Macaulay, 2004).
Peer and self-assessment are often used in e-learning when students will 'grade' themselves or their peers. Peer-assessment is particularly important in e-learning as the students get a chance to work with their peers promoting collaborative learning. According to Slavin (1990, as cited in Jochems, Merriënboer & Koper, 2004) social interaction, individual accountability and positive interdependency are very crucial for effective collaboration, and all of these are important in assessment in e-learning.
Here is a video by Andy Runciman, Assistant Principal and e-Learning Director at Lutterworth College in Leicestershire, talking about their Online Peer Assessment system. You can watch this 13 minute video by in by clicking on it.
E-learning assessment can use a number of media and a number of possibilities as assessment tasks such as:
creating a portfolio online and adding to it throughout the study period
Bennet, Marsh and Killen (2007) provide some resources for assessment and active learning online, these include:
topical role-play
online quizzes
summary reflections
learning journals
In this way, it is obvious that assessment in the e-learning context can be quite different from the traditional assessment such as speeches, essays, tests, presentations on the whiteboard, poster-making, and exams that are used in a traditional classroom.
Scalise and Gifford (2006) look at 28 different 'levels' of assessment according to the level of constraint in the task response format. This taxonomy provides an excellent resource for assessment developers and introduce a spectrum of innovation as far as computer-based assessment methods go.
Table 1: Intermediate Constraint Taxonomy for E-Learning Assessment Questions and Tasks (Scalise & Gifford, 2006, p.9)
While the assessment in e-learning is certainly innovative and exciting, it comes with a number of challenges too. Click here to go to the challenges page.
(A little background on) Assessment in E-learning
Types of Assessment in e-Learning
It is true that assessment in e-learning is much like assessment in classroom settings in that there are different types of assessment such as:
Formative assessment provides feedback during the learning process. It assists learning by providing feedback to students throughout the semester/year which can be used to highlight areas students need to work on and encourage improvement (Iahad, kalaitzakis, Dafoulas, & Macaulay, 2004). Summative assessment, on the other hand is used to assess whether standards have been met at the end of a study period. It is generally used for grading and ranking students (Iahad, kalaitzakis, Dafoulas, & Macaulay, 2004).
Peer and self-assessment are often used in e-learning when students will 'grade' themselves or their peers. Peer-assessment is particularly important in e-learning as the students get a chance to work with their peers promoting collaborative learning. According to Slavin (1990, as cited in Jochems, Merriënboer & Koper, 2004) social interaction, individual accountability and positive interdependency are very crucial for effective collaboration, and all of these are important in assessment in e-learning.
Here is a video by Andy Runciman, Assistant Principal and e-Learning Director at Lutterworth College in Leicestershire, talking about their Online Peer Assessment system.
You can watch this 13 minute video by in by clicking on it.
E-learning assessment can use a number of media and a number of possibilities as assessment tasks such as:
- creating a wikior blogonline
- presenting an online seminar
- contribution on a synchronous/asynchronousdiscussion board
- 'traditional' assessment such as an essay
- making a presentation through video/audio
- PowerPointpresentation online
- creating a portfolio online and adding to it throughout the study period
Bennet, Marsh and Killen (2007) provide some resources for assessment and active learning online, these include:In this way, it is obvious that assessment in the e-learning context can be quite different from the traditional assessment such as speeches, essays, tests, presentations on the whiteboard, poster-making, and exams that are used in a traditional classroom.
Scalise and Gifford (2006) look at 28 different 'levels' of assessment according to the level of constraint in the task response format. This taxonomy provides an excellent resource for assessment developers and introduce a spectrum of innovation as far as computer-based assessment methods go.
While the assessment in e-learning is certainly innovative and exciting, it comes with a number of challenges too. Click here to go to the challenges page.