Justification of Project Topic - Learning Assessment

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