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• W281006283 abstract "UNIVERSALLY DESIGNED ONLINE ASSESSMENT TOOLS In the growing field of Universal Design, online assessment should play an expanded role. Wiggins (1998) defines assessment as a deliberate use of many methods to obtain evidence to indicate if students are meeting standards. Evidence is gathered in formal and informal assessment including observations, dialogues, traditional quizzes and tests and performance tasks and projects along with student self-assessments. Online assessment has begun to emerge as a new tool that will impact student instruction and assessment. Currently the dimensions identified by Wiggins are not prevalent in online assessment tools available to teachers due to technological and theoretical limitations. Many of the premier online assessment vendors offer only rudimentary, machine scored true/false, or multiple-choice responses with automatic feedback or essay storage without scoring. Little research has been done to integrate the deep knowledge base we have of learning and assessment into future online assessment tools. Online assessment tools offer educators new ways to impact learning, by accessing the rich pool of student results stored in these relational databases. When paired with dynamic assessment models integrated into the online assessment tools, the representation of assessment data in rich formats using multiple forms of presentation and media can be used to meet individual learning styles. Royal (2003) advocates a method termed Computer Adaptive Testing (CATS) that allows the computer to custom design tests to meet the individual ability level of each student to measure progress verses the more static print-based norm or criterion measures currently used. Education reform has placed high expectations upon educational institutions to produce highly skilled and knowledgeable professionals at both the P-12 and Post Secondary levels. According to Pankratz & Petrosko (2000, p.1-8, & 268-282) lessons can be learned from past mistakes to impact new ways of teaching through high order learning. Ongoing assessment is key to such learning. Case, Bauder, & Simmons (2001) examined the benefits to online learning in the student decision-making process. This decision making process is quite powerful when placed in the context of online assessment. This forum affords the student and instructor multiple means of presenting or accessing assessment information using online technology. This might include video clips of experiments with possible answers or digital images or audio embedded directly into the online assessment. When multiple forms of presentation are used in the online arena, begins to delve deeper into individual learning styles than is the case with the more traditional one size fits all assessment approach. Online assessment also affords students an opportunity to analyze their results; further, when given multiple forms of assessment presentation methods they can compare results to match their own unique learning styles. Rose & Meyer (2002, p 64) note that multiple forms of presenting and representing information connect individual students' learning styles using principles found in the Universal Design for Learning (UDL) movement. UDL also addresses three neurological networks (Recognition, Strategic, and Affective) in the brain that when aligned to individual learning styles could also positively impact the assessment as well as the learning process. PERSONAL DIGITAL ASSISTANTS AND OTHER APPLIANCES IN THE ASSESSMENT PROCESS While online assessment tools hold promise, ubiquitous computing devices such as Personal Digital Assistants (PDAs) or handheld computers allow online assessment tools to become portable. Anderson-Inman (1999) advocates the need for sufficient technology access. Devices such as these offer such access and lend themselves to individual customization and 24/7 use both at home and school. Given the falling prices, many PDAs can be purchased for ($200-400) and used directly in ongoing classroom assessment activities. …" @default.
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• W281006283 title "Universally Designed Online Assessment: Implications for the Future" @default.
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