Lecture Notes: Assessment of Student Learning and Distance Education

Introduction

• Presenter: Micah, student in the UPO UND II Program
• Topic: Reflection on personal assessment practices and beliefs in the context of distance education.

Self-Assessment and Reflection

• Utilized Dr. Earl's checklist of eleven assessment strategies.
  • Findings:
    • Consistent in assessment of learning.
    • Inconsistent in assessment for learning and assessment as learning due to traditional practices.
• Influence of past experiences in business and coaching on assessment beliefs.

Shift in Assessment Practices

• Emphasis on moving from Assessment of Learning to Assessment as Learning
  • Importance of student engagement in the assessment process.
  • Shift away from performance evaluation and accreditation towards guiding students in learning.
• Assessment for Learning:
  • A subset of Assessment as Learning.
  • Focus on shared responsibility for diagnosis and formative assessments.
  • Enhances self-understanding and metacognition among learners.

Role of Assessment in Instructional Design

• Assessment types: Diagnostic, Formative, and Summative.
  • Continuous assessment integrated as and for learning.
• Pellegrino's Assessment Triangle:
  • Focus on learners' cognition, observation, and interpretations.
  • Importance of situational analysis and self-assessment.

Implementation and Strategies

• Comprehensive Portfolios:
  • Suggested alternative to traditional written exams.
  • Encourages collaboration in competency assessment.
• Adult Learning Standards:
  • Impact of external standards and heuristics on best practices in adult education.
• Continuous improvement based on accreditation standards leads to long-term benefits.
• Need for improved student assessment practices among academic administrators and personnel.

Plans for Future Implementation

• Development of training packages for distance learning materials.
• Proposed Learning Management System (LMS) for effective assessment.
• Ensure consistency across all assessment types and quality in inputs, processes, and outputs.

Conclusion and Commitment

• Aim to foster self-directed learners by guiding metacognitive practices.
• Commitment to enhancing classroom assessment practices for better student outcomes.
• Focus on creating a safe learning environment to promote responsibility and effective learning strategies.