Assessment & Evaluation
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Select from the following pictures to view my artifacts in mastering the skills to evaluate and assess the learner, instruction, and/or the learning environment.
Acknowledgement: all of my fellow contributors/collaborators are properly acknowledged with each artifact, and I have their agreements to post the works on this site.
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Course Design with Summative and Informative Assessments
Evaluation of Other Designers' Online Course Design
Usability Testing
Evaluation
Aligned to Professional Standards -
AECT Standard 1 (Content Knowledge)​
AECT Standard 2 (Content Pedagogy)
AECT Standard 3 (Learning Environments)
AECT Standard 5 (Research)
Contributors: Charity Davenport, Judy Li, and James Moore
Description:
This artifact, from IT566, demonstrates a course design for a five-week OER professional development course for K-12 educators. The course design and planned assessments follow Bloom’s Taxonomy and the backward design model. Several evaluation methods and tools for conducting formative, summative, and confirmative evaluations are used in the design to assess learning transfer in formal instructional settings.
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Rationale for Inclusion:
This artifact shows my skillset in developing course outcomes and objectives with formative and summative assessment tools for a specific type of learners. The course is a five-week course for the experienced learners. Therefore, we created course outcomes and objectives first and then design assessments that aligned with the course objectives, and finally designed the instruction and content to achieve the objectives. In order to monitor the training process, participant learning in this training is assessed with ongoing formative assessment tools and a final summative assessment.
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This artifact aligns with my career goals/professional standards:
The artifact design demonstrates the application of online learning assessment techniques and evaluation theories as criteria for the best practices in assessing the learning outcomes. In course design, assessment is an integral part of instruction to determine whether instructional goals are met. This aligns with the AECT professional standards to use assessment data-driven tools to evaluate and manage effective learning environments, and my career goals that well-designed assessment can encourage active learning especially when the assessment delivery is innovative and engaging.
Aligned to Professional Standards -
AECT Standard 1 (Content Knowledge)​
AECT Standard 2 (Content Pedagogy)
AECT Standard 3 (Learning Environments)
AECT Standard 5 (Research)
Contributor: Judy Li
Description: This artifact, from IT566, demonstrates an evaluation process on other designers' online short course design with instructional system design concepts, theories and approaches.
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Rationale for Inclusion:
This artifact shows my skillset in evaluating other designers' work with Assessment and Evaluation concepts in Instructional Design theories. The framework of an instruction design environment affects how online learning is perceived. The ADDIE model, (the "E" stands for Evaluation), involves evaluating iterations of our own work for stronger design. By evaluating other's design, I demonstrated my understanding of the application of instruction design theories as well as driving the continuous quality improvement processes.
This artifact aligns with my career goals/professional standards:
This course evaluation design follows the AECT professional standards that facilitate learning by creating, using, evaluating, and managing effective learning environments. It also aligns with my career goals in identifying the instructional needs and in effectively achieving the intended learning outcomes for participants.
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Assessment from professional standards helps shape the instructional design, confirms what and to what extent the learner is learning, and validates the learning over time to support the choices made regarding the design. In this artifact, I examined the following concepts:
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Instructional goals need to align with the requirements of the instructional program.
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Education materials such as lesson plans, instructional materials, media, and assessments, align with learning needs.
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Identify changes needed to improve the effectiveness and overall satisfaction with the instruction.
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The course implementation needs to provide effective instruction and carry out the intended lesson plan and instructional objectives.
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Identify the learner outcomes achieved in obtaining the knowledge and skills that are needed.
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Confirm that learners are able to transfer their learning into the desired contextual setting.​
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Aligned to Professional Standards -
AECT Standard 1 (Content Knowledge)​
AECT Standard 3 (Learning Environments)
AECT Standard 5 (Research)
Contributors: Charity Davenport, Ethel Bonner, Judy Li
Description:
This artifact, from IT521, is our design of using a usability test of the web-authoring tool, Google Sites, for the potential use of this web authoring tool for the e-portfolios of this program.
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Rationale for Inclusion:
This artifact shows my skillset in designing and implementing Usability Testing as the basic parameter on evaluating online learning technologies and systems. Usability puts the users and their real needs in the center. In this artifact, we explored the feasibility and impact of usability testing in the learning design.
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This artifact aligns with my career goals/professional standards:
This artifact demonstrates the application of evaluation criteria that aligned with the AECT standards that explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance. It aligns with my career goals in applying the required usability features in my course design for instructional needs in order to effectively achieve the intended learning outcomes. Usability testing helps shape the instructional course design in a way to enhance user satisfaction and validates the cognitive learning over time by supporting the choices made regarding the design.​
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