As mentioned in the introduction, assessment is a big motivator for students. It has been recognized that students' approaches to study are influenced by assessment both in campus based settings as well as distance education settings (Rowntree, 1987; Heywood 1989; Morgan, 1993; as cited in Thorpe 1998). While obviously important in any educational setting, Thorpe (1998) argues that assessment in distance education is even more important and has a more detailed focus on the students' experience, because of the distance between students and the institution.
According to Kirkwood (2009) many writers have emphasized the vital link between assessment and student learning. She states that students study what they need in order to complete assignments and examinations.
Born (2003; as cited in Aggarwal, 2003) lists a number of reasons why assessment is necessary in Web-based learning, including the following:
To determine whether the teaching goal is achieved
To identify learning problems
To motivate students and lead to 'deeper' learning
To identify students' weaknesses
To encourage self-improvement
To provide faculty development opportunities
To provide a means to enhance teaching in the future
In any learning environment these factors are relevant but they are very important in e-learning as it may be difficult for a teacher to 'read' where and when students are struggling in a virtual classroom.
There was an interesting discussion within my own course regarding assessment and how students approach a task when knowing it is assessed. Below is the question and some of the student responses; it is an interesting insight into how students see assessment and if it is indeed a big motivator as mentioned above. Note: the answers are all segments from posts by Massey University students from the discussion board for an E-learning paper (the names of the students have been omitted to protect their rights to privacy but I acknowledge that these are not my own words). The original posts can be found in the Massey Stream (you will need to log in) here.
QUESTION: I'd be interested to hear from you whether the fact that the module one discussion is being assessed, has changed how you approach the activity. There is a tension in the e-learning literature regarding the assessment of online discussions. One side of the argument says it's necessary to encourage participation, the other side says it shifts the focus away from sharing understandings to demonstrating ability. What do you think?Does the act of assessment change the way you approach the task?
ANSWER 1: I think it is a good thing that the online discussions are assessed; although we may feel more obliged to come online and participate that is what e-learning is all about isn't it?! It is also a good way to keep up to date with tasks, even if you don't have time to reply you can jump online and read through a couple of discussions and your mind will be thinking about it while you work/make lunch/ tidy the house etc! And when you may be unsure of your opinion on a topic, reading others' views can stimulate your own thinking - you can always build up on others' views or you may realize you strongly disagree with what they are saying.
ANSWER 2: I agree with ANSWER 1's points about assessment being a motivator with the downside of potentially making posts more artificial. With 3 of my 4 papers on stream + other commitments I could see myself coming up with more and more excuses not to get onto the forums as the year progresses if there wasn't a graded percentage hanging over them. At a guess I'd say that the success of assessment of forums posts comes down to the style of that assessment in many ways. If there are strict assessment guidelines as to, for example, a minimum number of references then we are going to aim for that above and beyond the expression of our personal views. Jumping to conclusions I'd say that the best way to ensure personal views are expressed unfiltered is to base the pass mark solely on participation with no graded component, but the obvious risk there is a forum full of "Yes, I agree with what she said." just to get the points. (does this remind you secondary teachers of anything?). In practice, as long as the descriptors clearly indicate what the marker is looking for while leaving the content, style, tone and level of citation largely up to the student then the tightrope is being walked steadily.
ANSWER 3: I do NOT wish to be treating all my posts like an academic essay. I have seen some replies in the forums with up to ten references. This completely stifles me, as I feel I can't respond, and I dont often end up going back. Personally, I don't feel this is appropriate in a forum, where discussion should be to-and-fro, and more relaxed. I think it's good to assess our online involvement, but I'm not so sure forums should be treated as a formal academic document, which is the way it feels at the moment. For me, at least, it stifles my wish to respond in a timely manner.
ANSWER 4: For me no I dont think that it does greatly, however it makes me reflect more deeply re what I produce as to - a) ensuring that the posting is not too formally written b) the message caters to a wide audience c) there are some more personal elements such as a bit of humour, casual conversation.
Here is a video by Professor Curt Bonk from Indiana University School of Education in Bloomington emphasizing the importance of assessment in an online environment. In this 10 minute video, Professor Bonk provides us with great examples of online assessment and gives advice and guidelines on how to grade students' work.
(A little background on) Assessment in E-learning
Why focus on assessment?
As mentioned in the introduction, assessment is a big motivator for students. It has been recognized that students' approaches to study are influenced by assessment both in campus based settings as well as distance education settings (Rowntree, 1987; Heywood 1989; Morgan, 1993; as cited in Thorpe 1998). While obviously important in any educational setting, Thorpe (1998) argues that assessment in distance education is even more important and has a more detailed focus on the students' experience, because of the distance between students and the institution.
According to Kirkwood (2009) many writers have emphasized the vital link between assessment and student learning. She states that students study what they need in order to complete assignments and examinations.
Born (2003; as cited in Aggarwal, 2003) lists a number of reasons why assessment is necessary in Web-based learning, including the following:
In any learning environment these factors are relevant but they are very important in e-learning as it may be difficult for a teacher to 'read' where and when students are struggling in a virtual classroom.
There was an interesting discussion within my own course regarding assessment and how students approach a task when knowing it is assessed. Below is the question and some of the student responses; it is an interesting insight into how students see assessment and if it is indeed a big motivator as mentioned above. Note: the answers are all segments from posts by Massey University students from the discussion board for an E-learning paper (the names of the students have been omitted to protect their rights to privacy but I acknowledge that these are not my own words). The original posts can be found in the Massey Stream (you will need to log in) here.
QUESTION:
I'd be interested to hear from you whether the fact that the module one discussion is being assessed, has changed how you approach the activity. There is a tension in the e-learning literature regarding the assessment of online discussions. One side of the argument says it's necessary to encourage participation, the other side says it shifts the focus away from sharing understandings to demonstrating ability.
What do you think?Does the act of assessment change the way you approach the task?
ANSWER 1:
I think it is a good thing that the online discussions are assessed; although we may feel more obliged to come online and participate that is what e-learning is all about isn't it?! It is also a good way to keep up to date with tasks, even if you don't have time to reply you can jump online and read through a couple of discussions and your mind will be thinking about it while you work/make lunch/ tidy the house etc! And when you may be unsure of your opinion on a topic, reading others' views can stimulate your own thinking - you can always build up on others' views or you may realize you strongly disagree with what they are saying.
ANSWER 2:
I agree with ANSWER 1's points about assessment being a motivator with the downside of potentially making posts more artificial. With 3 of my 4 papers on stream + other commitments I could see myself coming up with more and more excuses not to get onto the forums as the year progresses if there wasn't a graded percentage hanging over them.
At a guess I'd say that the success of assessment of forums posts comes down to the style of that assessment in many ways. If there are strict assessment guidelines as to, for example, a minimum number of references then we are going to aim for that above and beyond the expression of our personal views. Jumping to conclusions I'd say that the best way to ensure personal views are expressed unfiltered is to base the pass mark solely on participation with no graded component, but the obvious risk there is a forum full of "Yes, I agree with what she said." just to get the points. (does this remind you secondary teachers of anything?). In practice, as long as the descriptors clearly indicate what the marker is looking for while leaving the content, style, tone and level of citation largely up to the student then the tightrope is being walked steadily.
ANSWER 3:
I do NOT wish to be treating all my posts like an academic essay. I have seen some replies in the forums with up to ten references. This completely stifles me, as I feel I can't respond, and I dont often end up going back. Personally, I don't feel this is appropriate in a forum, where discussion should be to-and-fro, and more relaxed. I think it's good to assess our online involvement, but I'm not so sure forums should be treated as a formal academic document, which is the way it feels at the moment. For me, at least, it stifles my wish to respond in a timely manner.
ANSWER 4:
For me no I dont think that it does greatly, however it makes me reflect more deeply re what I produce as to - a) ensuring that the posting is not too formally written b) the message caters to a wide audience c) there are some more personal elements such as a bit of humour, casual conversation.
Here is a video by Professor Curt Bonk from Indiana University School of Education in Bloomington emphasizing the importance of assessment in an online environment.
In this 10 minute video, Professor Bonk provides us with great examples of online assessment and gives advice and guidelines on how to grade students' work.