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Learner Assessment

February 17, 2010

The following are the six articles (sorted by first author’s last name), among others, that I used in the development and production of the video on Learner Assessment.

Barfurth, M., & Michaud, P. (2008). DIGITAL VIDEO TECHNOLOGIES AND CLASSROOM PRACTICES. International Journal of Instructional Media, 35(3), 301-315. Retrieved from Academic Search Complete database.
This study investigated the use of digital video in the classroom and its impact on teachers’ practices and professional development. Over a two-year period, the two investigators analyzed perceptions and practices of fifteen teachers using digital video technology. This experience gave participating teachers the skill to develop successful classroom management practices to accommodate DV technology with most teachers having changed their teaching processes. This led to more student-centered ways of teaching and the design of projects tailored to meet specific teaching constraints and individual learning needs. The researchers noted that teachers had gained knowledge about teaching and related digital video practices from their teaching in the classroom and through collaboration with other teachers. This is in contrast to the more traditional approach emphasizing the acquisition of abstract principles and isolated “how to” knowledge. This has implications for the planning of effective professional development programs and the role of technology that supports pedagogical change of which learner assessment is a central part.

Cherret, T., Wills, G., Price, J., Maynard, S., & Dror, I.E. (2009). Making training more cognitively effective: Making videos interactive. British Journal of Educational Technology, 40(6), 1124-1134.
The authors observed the development of interactive video to determine the role of learners in presenting work that enhances learner assessment. The researchers studied seventy-five 2nd-year undergraduate civil engineering students when exposed to traditional lecture-based courses and those who utilized the interactive component of videos. It would have been helpful if the authors used a more rigorous approach to analyzing the data in terms of a detailed questionnaire as opposed to short, evaluative ones. The authors noted from the results that videos enhanced comprehension and facilitated superior learner assessment.

Dreon Jr., O., & Dietrich, N. (2009). Turning Lemons into Lemonade: Teaching Assistive Technology through Wikis and Embedded Video. TechTrends: Linking Research & Practice to Improve Learning, 53(1), 78-80.
The article focuses on teaching assistive technology (AT) in the K-12 classroom as part of the Instructional Technology courses for pre-service teachers at Millersville University of Pennsylvania. They developed a solution through the YouTube video after one pre-service teacher student demonstrated how such AT device functioned and helped the student in the classroom during a field placement experience. Then they created their class wiki by getting the pre-service teachers post YouTube and TeacherTube videos that demonstrated AT. The reason for this student choosing the article was the important aspect of blending technologies within a YouTube presentation. Furthermore, videos are a good example of an assistive technology provided the assistance is rendered in the manner most suitable for the user. Believing that one would use YouTube to present the final video, this article gave further support for the rationale and the scope of the exercise.

Harris, S., Barden, B., Walker, H., & Reznek, M. (2009). Assessment of student learning behaviors to guide the integration of technology in curriculum reform. Information Services & Use, 29(1), 45-52.
In this study, the authors characterized medical students’ learning behaviors and preferences related to information technology (IT) and assessed their educational needs related to advances in IT and simulation in order to optimize curriculum and educational space design. The researchers administered an online survey to all medical students enrolled in graduate medical education at Emory University School of Medicine. The survey assessed subjects’ demographic data, current technology usage, and experiences and preferences related to: informatics, facilities, online learning, staff support and simulation. The response rate was 49% (214 of 440). Ninety five percent of respondents reported computer use of greater than 6 hours per week, and 75% reported owning and regularly using a laptop computer. Fifty five percent of students reported being under-prepared for the application of clinical informatics in their practice despite their systematically seeking computer-based learning modalities, Forty nine percent of students prefer group learning and prioritize large group learning areas with large desks. The choice of this article was because this student needed to have support for his argument that integrating a video into a curriculum does affect sustained learning behaviors.

Kirkwood, A., & Price, L. (2008). Assessment and student learning: a fundamental relationship and the role of information and communication technologies. Open Learning, 23(1), 5-16.
This article is the central reference for the video project as it engages the topics of learner assessment and information communication technology (ICT). The author reviewed the role of assessment in student learning and its relationship to the use of information and communication technologies (ICT). Considering the ample evidence of technology-led innovations failing to achieve the transformations expected by educators, the author drew upon existing research (meta-analysis) to illustrate the links between aspects of student learning, assessment practices, and the use of ICT. Assessment influences not only what parts of a course to which students pay closest attention but also how those parts are studied. While the adoption of ICT does not, in and of itself, change student behaviors, appropriately designed assessment that exploits the potential of ICT can change students’ approaches to learning. The author made a strong argument that ICT can enable the achievement of important learning outcomes, but the assessment strategy must from the basis that cues students to adopt a suitable approach to learning.

Schmidt, D., Baran, E., Thompson, A., Mishra, P., Koehler, M., & Shin, T. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 123-149.
Based in Shulman’s idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. Shulman’s paper addressed the need for a survey instrument designed to assess TPACK for preservice teachers. The paper described survey development process and results from a pilot study on 124 preservice teachers. Data analysis procedures included Cronbach’s alpha statistics on the TPACK knowledge domains and factor analysis for each domain. Results suggested that, with the modification and/or deletion of 18 of the survey items, the survey is a reliable and valid instrument that will help educators design longitudinal studies to assess preservice teachers’ development of TPACK. One of the problems with this presentation is that Shulman offers minimal explanation of the reasoning behind the deletion of the 18 survey items. The rationale for using this paper was to develop an interactive survey for the video that would aid in learner assessment since understanding the effectiveness of one’s teaching was a key concept behind the video.

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11 Comments leave one →
  1. Amy permalink
    February 20, 2010 9:42 am

    David

    I especially liked the pictures of the different students learning and using technology. Changing from young students to adults was very effective in focusing on learner assessment and how we can enhance the way we evaluate the learning process. In my opinion, most teachers are not conscientious about matching learning objectives with assessments accurately. Teachers are more concerned with exposing students to information and giving assignments instead of assessing whether or not students are really learning. I think the best way to answer your question: “How do we know, they know?” is to make two-way communication between students and teachers a daily practice, and to set clear and high expectations for all students to work towards.

    I would also like to recommend the article: 10 principles about assessment for learning because it explains how learning is a process of improvement and how teachers are responsible for communicating with students about how to improve and enhance their current academic abilities.

    Unknown. (2009, January 10). Assessment for Learning. Retrieved from http://free-teacher-resources.blogspot.com/2009/01/10-principles-assessment-for-learning.html

    • edutechtalks permalink*
      February 21, 2010 3:02 pm

      Amy,

      Thank you for your critique. Yes, two-way communication must be a concept-by-concept practice inside and outside the learning environment. I appreciate your reference to the write-up on “Assessment for Learning.” Learner assessment is a fascinating area and I think presents ample scope for research.

      Best regards,

      David

  2. Marcia Wert permalink
    February 20, 2010 6:41 pm

    Excellent audio! It was dynamically mixed. I really thought that you could publish this professionally! Did you take a video and then clip it around the vidoes that you took?

    Marcia

    • edutechtalks permalink*
      February 21, 2010 3:08 pm

      Marcia,

      Thank you for your crique of my video. As my first attempt at producing a video, I had little knowledge and skill in shooting, mixing, editing, and everything else that goes to make a basic video. I am fairly conversant with audio and did not have much difficulty in recording the narration and editing the final cut.

      Yes, I took about an hour’s worth of video of a variety of situations not knowing what I will choose to use. I tried to select a few that appeared to weave a story around the my theme and edited out the material I thought was not the best given the time, resources, and topic I had in mind. I have learned much along the way.

      Thank you and my best regards,

      David

  3. Suzanne G. permalink
    February 20, 2010 9:36 pm

    Your video was great! I really liked the actual video clips of the students demonstrating what you were speaking of as it continued through the video. The four points you made were informative adn I felt that I as an elementary education teacher could think about it and apply it to my field. There is an article on Purposes in Learner Assessment that speaks of the varying ways to go about this ever talked about topic in education.

    http://findarticles.com/p/articles/mi_m0FCG/is_4_27/ai_68998591/

    Well done!

    • edutechtalks permalink*
      February 21, 2010 3:10 pm

      Suzzane,

      Thank you for your critique of my video. As my first attempt at producing a video, I had little knowledge and skill in shooting, mixing, editing, and everything else that goes to make a basic video. I am fairly conversant with audio and did not have much difficulty in recording the narration and editing the final cut.

      I appreciate your referring me to the article on “Purposes in Learner Assessment.” I have a growing collection of them for future use.

      Thank you and best regards.

      David

  4. Burian permalink
    February 22, 2010 5:09 pm

    I especially liked how you demonstrated using an iPod Touch for learning the content area that you filmed. I work with elementary students and the video gave me a brief glimse of what is to come for them.

  5. Tim Powell permalink
    February 22, 2010 9:59 pm

    Hi David. Yes, you did an excellent job with your video presentation, especially considering the struggles you had with the editing software. You can tell by the comments that your “active” classroom footage was very effective in getting across your message. By the way, if you are the one doing the narration, you have a great voice for this kind of work. Have you done narration professionally?

    Tim.

  6. February 22, 2010 10:07 pm

    Wow! What an awesome presentation. Your graphics were great! What software/programs did you use. How many of these types of presentations have you completed? I think you made some great points in your video. Relating ideas activities to onew another and making sure that they build upon one another is very important. The content seems to flow better for students when this happens and it seems easier to comprehend the content online and face to face. Thanks for sending the email. Vanessa

  7. February 23, 2010 5:42 pm

    David,
    Your video was excellent. Providing the different clips of students learning in a variety of ways was a great idea. It really showed the different types of learning that indeed does take place. Showing the different amounts of technology being used was a good idea as well.

  8. Kiana Thompson permalink
    February 26, 2010 5:46 pm

    Your video was very well done. The audio was a little choppy, but that may have just been my computer. You have the perfect narrator’s voice!

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