Evaluation in Distance Education
Understanding how learners react when teaching
in-class courses is, up to a certain point, something understandable and likely
targetable; however, the big dilemma is as to how would learners react to an on-line
evaluation and what impact will this have in their education. According to
Stufflebeam and Shinkfield (2007) cited from Ruhe (2009) “ Evaluation is a
process giving attestations on such matters as reliability, effectiveness,
cost-effectiveness, efficiency, safety, ease of use and probity. Evaluation
provides evidence and evaluative claims with respect to the worth, value, and
improvement of individuals, programs, projects, services, and organizations”.
The authors infer that evaluation does not only imply how good a performance
was, instead, evaluation leads to impact, in the most positive aspect, the life
and development of individuals in regards to their learning process.
When
referring to the evaluation of studies, one must understand that that there are
two major types, formative evaluation and summative evaluation. Formative
evaluation is the kind of evaluation that gets done while the course is in
progress. This has the purpose of identifying scope and potential
improvement. According to George (1999)
“An assignment is formatively assessed when the comments that the teacher makes
to the student are intended to bring about improvement in the next submitted
work.” Formative evaluation is, indeed, an outcome of a list of suggestions and
decisions for action, and for development. In the other hand, summative
evaluation is, as its name implies, the final judgment that is given to the summative
of reached goals at a particular time. In simpler words, summative evaluation
could be understood as the final grade that a learner will receive for a given
performance, task, or work. George (1999) gives an interesting metaphor about
formative and summative evaluation; he says that “when the cook tastes the
soup, it is formative evaluation; when the dinner guest tastes the soup, it is
summative evaluation.
When
speaking about difficulties evaluating on-line activities, one must say that
the most significant issue that arises is the understanding and purpose of
assessment. Learners and teachers tend to see assessment as an evaluation
mechanism; both teachers and learners should use assessment as a teaching tool,
and quizzes and tests, as mentoring opportunities. Evaluation must always be in
favor of helping individuals understand the areas of opportunity that they
have. Evaluation of on-line activities has the purpose of increasing the
awareness and reflection on the learning progress of students. Difficulties
when evaluating on-line course activities, tasks, and tests varies according to
the curriculum. Well founded objectives in the curricular plan may decrease
issues such as, information misunderstandings, rubric objectives, and implicit
manipulations.
The
curriculum is a very important aspect in accomplishing the purpose of on-line
evaluation. The curriculum deals with the objectives and purposes of education.
The curriculum, according to the idea of Arnaz (1981) views education as a
social, technical, cultural, individual, political, and futuristic impact in learners.
Since evaluation is so closed related to overcoming, understanding, and
dissipating issues in the learning process, the curriculum design needs the
results of such evaluations to integrate new objectives and improvements to
education. In this aspect, evaluation contributes highly to the future of
education. Well-evaluated learners give trust and valid data to impact
education in a positive way.
Good
evaluation in distance courses is essential; therefore, in order to carry on
with this purpose, educational institutions need to invest in curricular
planning. Investing in curricular planning assures a more complete analysis of
the needs and purposes that learners have. Good investigation and data analysis
is vital to understand what would be the best ways to evaluate learners’ performances
and achievements, not only to give a grade, but to help learners achieve their personal,
social, and cultural goals.
Understanding
how learners are impacted by evaluation leads to a better comprehension of
their accomplishments and learning styles. This is a crucial aspect that
teachers and educational systems must always seek to understand. Once again,
evaluation, in- class or on-line, needs to be seen as a shaping tool and not as
a determinant value; evaluation does not
only implies how good a performance was, instead, evaluation leads to impact,
in the most positive aspect, the life and development of individuals in regards
to their learning process.
References
Kim E.Dooley 2005, Advanced Methods in Distance Education: Application
and Practices for Educators, Trainers and Learners
Lynnette R. Porter 2004, Developing an On-line Curriculum: Technologies
and techniques.
Valerie Ruhe, Bruno D. Zumbo
2009, Evaluation in Distance Education and E-learning: The Unfolding Model
Judith George and John Cowan 1999, A Handbook
of Techniques for Formative Evaluation: Mapping the Students Learning
Experience
Lynnette R. Porte 2004, Developing an Online
Curriculum: Technologies and Techniques
José Arnaz 1981, La Planeación Curricular
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