Reading 14 Theme 6

READING 14: THEME 6: ASSESSMENT ONLINE

Grayton, J.& McEwan, B. (2007) Effective Online Instructional and Assessment Strategies. American Journal of Distance Education, 21 (3) 117-132. Downloaded on 22 August 2008
by Swets

Assessment is not simply to answer accountability; the main purposes include monitoring of learning, improving academic programs and enhancing teaching and learning.

The purpose of this study was to better understand the instructional and assessment strategies that are most effective in online learning environments. The investigation involved an online questionnaire survey of all faculty teaching online and students enrolled in those courses at two southern state universities during the fall semester of 2004.

In terms of learning strategies, the findings suggested the need for open communication, accommodation of a variety of instructional methods and student-teacher and student-student interactions.

Effective online assessment include a wide variety of regular, clearly explained assignments. Feedback must be meaningful, timely and supported by well-designed rubric where possible. E-mail messages, chatroom conversations and discussion board postings also provide the instructor with feedback regarding the students’ interpretation of the assessments.

Effective assessment techniques should include variety, e.g. projects, portfolios, self-assessments, peer evaluations, weekly assignments with immediate feedback, rubrics, timed tests and quizzes and asynchronous discussions. The findings supported the importance of continuous assessment because it allows the instructors to become familiar with students’ work and to ensure student understanding. However Wilson (2004) cautioned that frequency does not automatically lead to effectiveness. Careful, systematic planning and meaningful feedback are crucial.

DISCUSSION
One reason I selected this article was for its recency of publication. This proved rather disappointing however because the investigation was in fact completed 4 years ago. Perhaps it is together with the fact that I am in the latter stages of this paper that I feel that this paper offers nothing new.

The article confirmed the need for effective interpersonal interactions in both learning and assessment activities.
What is again emphasised in this paper is the need for clarity and planning in the design of assessments, coupled with the short turn-around of feedback.