Webbed Assessment Tools [WATs]
for the Distributed Learning Classrooms

When we assess, in an online course,
we should apply the same standards and practices
that we apply in all our classrooms.

Judith Kirkpatrick, Professor of English
University of Hawai'i Community College Distance Education Committee
Coordinator of Faculty Interest Group Coordinator (FIG)
Kapi'olani Community College, Honolulu Hawai'i

Webbed
Assessment
Tools

For more info. on the KCC MOO Assessment Tool

Questions
Student Evaluation of Instruction
FAQ and Examples

Pre Distance Learning Needs Assessment

Question Set
Post Distance Learning
Assessment of Student
Perceptions of the Technology
Question Set

Assessment of WI courses
Writing Across the Curriculum Emphasis

for KapCC WI Teachers (Pending)

Question Set
Assessment of WI courses.
Writing Across the Curriculum Emphasis

for KapCC WI Students (Pending)

Question Set

Assessment Tool:

There is a unique online assessment tool available where you can create a survey and get the results in a database format, readable in Excel or other database/spreadsheet programs. This service is a result of a collaboration with the Kapi'olani Community College MOO. When you go to the MOO homepage, be sure to click on Applications and then Click on Creating Surveys. You can also conduct anonymous surveys through the WebCT Quiz and Survey Tool if you have a WebCT course and designer privileges.

Rationale:

Webbed classroom tools of assessment are a key ingredient to improved course design and successful student learning. When the online teacher assesses learning in the webbed classroom, she is likely to use classroom research techniques adapted to the online environment. For instance, survey tools and threaded forum discussions, that allow anonymous posting, replace the one minute question using anonymous feedback that is often advocated in the traditional classroom assessment.
 
Faculty developing the courses and curricula that integrate information technology and authentic assessment need to experiment with the tools that are emerging in computer mediated environments. Faculty need to be able to understand, manipulate and manage their technology rich course work for students, not just manage. The significance of this management issue for faculty is paramount and is really an intuitive concept; in order for faculty to improve their own teaching using computers, teachers need to be trained themselves, and consequently, use what they have practiced in their own new ways of teaching. Teachers are the essential ingredient to increasing the use and effectiveness of technology in education, yet the goal of improved teacher training proves difficult for several reasons.
We should assess our students: Who are they? Are they ready for online learning? What could be done to get them ready if they are not yet ready? What problems might they have learning the course materials? What support might they need and how can they be moved to seek help if they need it?
 

 

Last modified: 08 April 2003

Judith Kirkpatrick
Professor of English
Kapi'olani Community College
Honolulu HI 96816
Judith Kirkpatrick: kirkpatr@hawaii.edu