Assessment using Technology
Using technology for student assessment has its pros and cons. Other than using technology to track student progress, which we all do and how would we do it any other way, I have not used technology to assess student progress very much. I have played around with Moodle a bit to see what is possible and it seems quite promising. I will try to point out some of the opportunities and challenges with using technology to support student assessment.
Opportunities:
Assessment that occurs online allows students to take quizzes and tests anywhere at any time, without the distractions of having people around them. However, there could be time restrictions put on by the instructor to ensure fairness. I like that Moodle affords multiple attempts on a test. This is something that is very difficult to do in a f2f class due to time restraints. As educators we know that every student is different, so many students could benefit by re-taking a test. Things like electronic submission and auto-marking can help instructors with efficiency. Feedback becomes more prompt and useful, which directly speaks to one of Chickering’s seven principles (Chickering, 1996). Gibbs & Simpson (2005) say that when students receive feedback too late, “the feedback is irrelevant to their ongoing studies and is extremely unlikely to result in additional appropriate learning.” This feedback can help diagnose student’s strengths and weaknesses, and isn’t this the point of assessment and education in general? Technology can also help to motivate students, which will directly impact outcomes.
Challenges:
There are many problems that can arise when technology is used to support assessment. The first thing I think of is that the methods of assessment themselves can impact the outcome. Some students may not be comfortable and/or familiar with the features used in Moodle and other LMS. More than ever, I think that a balance needs to be found that gives students choices in how they are assessed. Another problem is the reliability of the the technology that is used. Glitches and power issues always find a way to creep in when least expected. I think of how some provincial exams are taken online now and I know first hand of instances where the technology was not being cooperative. One must always have a plan B in place. Although online feedback can be instantaneous, it is missing a human element. The comments can be very general resulting, which erases any benefits of increased speed.
As with anything, a healthy balance needs to be found. Teachers must consider the pros and cons and determine what course of action would be best for their classes. The methods used may even differ from class to class and year to year. I look forward to incorporating more technology in the assessment that I use in my classes.
References:
Chickering, A.W. & Ehrmann, S.C. (1996). Implementing the seven principles: Technology as lever. American Association for Higher Education Bulletin, 49(2), 3-6. Retrieved from
http://www.aahea.org/bulletins/articles/sevenprinciples.htm
Gibbs, G. and Simpson, C. (2005). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education. Retrieved on June 27 from
http://www.open.ac.uk/fast/pdfs/Gibbs%20and%20Simpson%202004-05.pdf