The fifth session that I am blogging at Provincial and Territorial Distance Education Association 2016 annual meeting is:
Assessment in Distance Education: Shifting Pen & Paper to the Digital World
Assessment is central to learning: it shapes the learning experience, yet is a critical and time-consuming function for teachers.
Technology is often seen as a solution to improve efficiency while reducing teacher time. In this Breakout Session, Randy Labonte argues that technology should be used in assessment primarily to enhance the quality of learning, and secondarily for organizational effectiveness. Understanding how technology can enhance assessment practices must be part of any business case made for its use, but should only be considered after its impact on learning.
Computer-assisted assessment has many potential benefits: improved efficiencies and consistencies, improved data analysis, immediate feedback for the learner, improvement in quality of the learning, and reduction in the workload of administrators and teachers. However, there are issues in accessibility, technical consistency, and most importantly scalability that must be considered before adoption.
This presentation provides an overview of the issues and challenges faced when implementing a program where digital technology replaces traditional pen and paper evaluation. It is intended to serve as a framework for the consideration of how to improve learning through the use of technology in both formative and summative assessment.
Unfortunately, we were having technology issues in the break-out room during Randy’s session. So I was spending a lot of time trying to troubleshoot this issues and keep those in the online synchronous break-out room connected and informed.
Having said that, I can post the slides from Randy’s session below.
This session is based on a CANeLearn Research Brief, described at http://canelearn.net/research/canelearn-research-projects/digital-assessment/, that will be released in the coming weeks.