Justification for Project Topic – Learning
Assessment
Assessments
provide evidence to instructors for making important focusing adjustment
decisions. Diane Chapman and Sophia Stone (2010) conduct a qualitative case
study that investigates evaluation practices in distance learning environments.
Distance learning environments can provide learners with experiences that
combine immersion, collaboration, and aspects that support virtual human
resource development (p. 666). Distance education provides an opportunity to
incorporate more authentic forms of assessment where learners are able to
construct their own knowledge and learn from each other. Distance learning
provides an effective environment that bridges the gap between research and
practice. Distance learning provides a real – life context for knowledge
application (Chapman & Stone, 2010, p. 666).
The
article addresses assessment methods and techniques for measuring learning
outcomes in distance education environments. Distance education instructors are
using assessment as a tool to measure the effectiveness of the distance
education platform as a learning space. However, there are limits to research
on how to measure successful learning, transfer of learning, and achievement of
learning outcomes within distance learning environments (Chapman & Stone,
2010, p. 667). Typically within distance education, instructors measure student
learning outcomes through evaluation efforts that focus on knowledge, skill,
affect changes, and transfer of learning skills (Chapman & Stone, 2010, p.
667). The evaluative products from learners include journals, reflective activities,
projects, blogs, wikis, discussion artifacts, and characteristics affiliating
with social engagement.
The qualitative multiple case study
investigates evaluation practices of in instructors teaching in distance
learning environments. Chapman and Stone (2010) use interview data instructors
teaching in six southeastern U.S. universities (p. 670). The research questions
that guide the multiple case investigation are:
- How do you
evaluate student learning in a distance learning environment?
- What methods do
you use to measure learning outcomes?
The instructors represent a variety of disciplines
which include the sciences, communication, and business management (Chapman
& Stone, 2010, p. 670).
The authors conduct a qualitative
study which explores each participant’s values, beliefs, and perspective. Data
collection processes include (a) documents, (b) archival records, (c)
interviews, (d) direct observation, (e) physical artifacts, and (f) participant
– observation (Chapman & Stone, 2010, p. 671). The study also includes
purposeful sampling data consisting of (a) four hour interviews with each
participant, direct observation, (b) follow – up telephone interviews with
participants, (c) extensive field notes and journals, and (d) extensive field
work during the distance learning observations (Chapman & Stone, 2010, p.
672).
The results show that learners in distance learning
environments experience performance – based learning. The learner performs real
– life tasks that are observable and measurable with learning outcomes.
Distance learning instructors use the real – life, tangible, measurable
challenges for evaluating and judging the value of what their learners are able
to perform (Chapman & Stone, 2010, p. 673). Learners in distance learning
environments also become problem solvers who attain problem – based learning
artifacts. Assessment measures include instructors asking their distance
learners to demonstrate their learning by creating digital artifacts for
problem – solving (Chapman & Stone, 2010, p. 673). Distance learning
instructors within the study use authentic assessment measures to assess
student learning outcomes. An example from an instructor is to have students
find a problem that is both meaningful and relevant. The students are to contextualize
learning around the problem. As an evaluation, each student creates a digital
artifact of the solar system. Each student creates note cards for distributing
to the other members of the distance learning audience. The students present
their project to the general public (Chapman & Stone, 2010, p. 674). Other
assessment choices distance learning instructors use include reflection
journals, peer reviews, presentations with 3D display panels, interactive
quizzes, surveys, blogs, and other displays that provide evidence of creativity
and exploration within the learning process (Chapman & Stone, 2010, p.
674). Distant learning instructors also use social measures to assess student
learning. Group –learning digital artifacts provide indicators of student achievement
and learning outcomes (Chapman & Stone, 2010, p. 676).
Reference
Chapman,
D. D., & Stone, S. J. (2010). Measurement of outcomes in virtual
environments. Advances in Human Resources
12(6), 665–680. doi: 10.1177/1523422310394792
