With advances in technology, the face of assessments is slowly changing from pencil and paper to a more authentic learning format. “The potential for technology-enabled assessment goes far beyond current testing models. The same computing power and systems that can deliver rich interactive social and gaming environments, provide book recommendations based on your interests, and return accurate web search results, can also be used to deliver rich, integrated assessment activities, and provide greater visibility into how learners solve problems and arrive at answers, and the paths they take to explore possibilities. (Cisco, 2014)” According to Rusman et al. (2014) there are eight factors that have a positive effect when implementing new innovations in education:
From the instructor’s point of view, technology enhanced assessments can provide new ways to determine what exactly a learner understands and can demonstrate and provide immediate feedback. “technology offers new measures for assessing learning that will yield rich sources of data and expand the ways in which educators understand both learning mastery, and teaching effectiveness. (Buzzetto -More & Alade, 2006, p. 251)” Technology enhanced assessments is a two-sided coin that also comes with challenges. “The involvement of technology in online assessment can be both a challenge and an opportunity. For students who struggle with technology skills, online assessments may indicate a poorer level of performance in the subject than the student may demonstrate in other assessment contexts. However, since most fields involve computing skills, the use of online assessments gives students an opportunity to engage in the types of tasks they may need to rely on in the workplace or in future education. (Smith, 2017)” “Administrators, school districts, and tech staffs encourage the use of technology in the classroom but don't give teachers the time or resources they need to implement technology plans. (Jackson, 2017)” The slow acceptance of technology enhanced assessments is driven by the fact that change is hard. Embracing the distance learning environment and new technology is still a struggle for a lot of instructors, educators, trainers, designers, and institutions. The added pressure to learn new technologies can overwhelm and intimidate already overworked educators. Additionally, cost and resources can also slow the implementation of new assessments methods. “Innovative assessments (involving simulations, remote collaboration, etc.) can require substantial time and resources (e.g., training, computing power, telecommunications infrastructures). These factors should be considered when comparing costs and benefits. (Jackson, 2014)” Developing effective technology enhanced assessment can be time consuming. There are many challenges associated with developing and implementing online assessments. With all technology, there is the chance of hardware or software problems. The opportunity for cheating can also occur due to the anonymity of the online environment. Although the technology can overcome some accessibility issues it can create other problems. “One of the biggest issues of implementing Technology Enhanced Assessments (TEAs) is the associated cost, both monetary and in terms of your time and effort, which need to be weighed up against the associated pedagogic benefits. (University of Reading, 2017)” Additionally there are many other factors the instructor must consider when creating technology enhanced assessments. “Assessment systems must take into account issues of interface, accessibility, security, usability, the information to be collected, hardware and software technology, and information storage and processing. (Buzzetto -More & Alade, 2006, p. 259)” During the research for this blog I came across a great resource that talks about best practices for technology enhanced assessments in higher education. Guardia et al. (2016) suggests that e-assessments for learners at the post-secondary level should be guided by the following criteria:
By utilizing technology enhanced assessments the instructor can create dynamic assessments that provide immediate and continuous feedback which enhance the learning process. The cyclical nature of technology enhanced assessment can also provide flexibility to allow the learner to choose their assessment tasks. It is also important to facilitate increased learner participation as we design e-assessments. “The time element and the duration of the assessment method can influence instructor and student motivation in participating in those assessment activities. (Vonderwell & Boboc, 2016, p. 25)” If we practice great instructional design, technology enhanced assessments can increase learner knowledge retention, promote deeper learning, and positive learning outcomes. References
Buzzetto-More, N., & Alade, A. J. (2006). Best practices in e-assessment. Journal of Information Technology Education, 5, 251-269. CISCO. (2014). A CISCO NETWORKING ACADEMY POINT OF VIEW Advancing Assessment with Technology. Retrieved March 7, 2017, from http://www.cisco.com/c/dam/en_us/training-events/netacad/downloads/pdf/NetAcadPOV.pdf. Guàrdia, L., Crisp, G., & Alsina, I. (2016). Trends and challenges of e-assessment to enhance student learning in Higher Education. Innovative practices for higher education assessment and measurement, 36. Jackson, A. (2014). How to Assess 21st Century Competencies: 12 Key Lessons. Education Week - Global Learning. Retrieved 7 March 2017, from http://blogs.edweek.org/edweek/global_learning/2014/02/how_to_assess_21st_century_competencies_skills_12_key_lessons.html. Jackson, L. (2017). Education World: Motivate While You Integrate Technology: Online Assessment. Educationworld.com. Retrieved 8 March 2017, from http://educationworld.com/a_tech/tech/tech125.shtml. Pixabay.com. (2016). Free Image on Pixabay - Binary, Null, One, Digitization. [online] Available at: https://pixabay.com/en/binary-null-one-digitization-http-1607196/ [Accessed 24 Jun. 2017]. Rusman, E., Martínez-Monés, A., Boon, J., Rodríguez-Triana, M. J., & Villagrá-Sobrino, S. (2014, June). Gauging Teachers’ Needs with Regard to Technology-Enhanced Formative Assessment (TEFA) of 21st Century Skills in the Classroom. In International Computer Assisted Assessment Conference (pp. 1-14). Springer International Publishing. University of Reading. (2017). Pros and cons of using technology enhanced assessment - Using technology - Engage in Assessment - University of Reading. Reading.ac.uk. Retrieved 8 March 2017, from https://www.reading.ac.uk/engageinassessment/using-technology/eia-pros-and-cons-of-using-technology.aspx. Vonderwell, S.K. & Boboc, M. (2013). Promoting formative assessment in online teaching and learning. TechTrends, 57(4), 22-27.
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Stacy SpringerWelcome to my blog! I am passionate about great Instructional Design and Educational Technology. Let's start a discussion! Archives
June 2017
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