Assessment & Evaluation

Taking Knowledge Assessment Online

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This post is provided by guest blogger, Suzanne M. Gillespie, graduate student at the University of St. Francis in Joliet, M.S. in Talent Development program.

The article examines the growing demand for scalable, accessible assessment solutions in the global eLearning sector, driven by rising educational attainment and the economic value of credentials (Ogilvy, 2020). While online learning has expanded access to instructional content, Ogilvy argues that traditional, location‑bound assessment models undermine this progress by imposing logistical and financial burdens on learners. The piece highlights remote proctoring as a technological response that replicates test‑center security through real‑time monitoring, identity verification, and environmental checks. These systems integrate machine learning and biometric tools to ensure exam integrity while enabling flexible scheduling and geographic scalability. A case study of the Compliance and Skills Academy in the UK illustrates how remote proctoring can reduce lead times, enhance candidate convenience, and expand national reach for accredited qualifications. Ogilvy concludes that adopting such solutions is essential for training providers seeking competitiveness and sustainable program growth in an increasingly digital marketplace.

Ogilvy’s article was published in Training Magazine, a publication available both online and in print with its intended audience being learning and development professionals in the corporate space.  Also noteworthy is that at the time of publication, the author was Marketing Director for TestReach, an organization providing an integrated, cloud-based assessment platform to support the full lifecycle of examinations and credentialing.  Thus, Ogilvy’s article may be more beneficial to corporate learning and development professionals seeking these types of services, as opposed to those interested in current research or new findings in the field of online assessments.

Reference:

Ogilvy, S. (2020, August 28). Transforming knowledge assessment: How training providers are increasing access to qualifications using new web-based proctoring technology. Training Magazine. https://trainingmag.com/transforming-knowledge-assessment/

Power of AI for Teachers

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This post is provided to you by guest blogger, Adam Gurke, graduate student at University of St. Francis, Learning and Development Manager certificate student.

The article discusses how AI needs to be used in classrooms for teachers and students to prepare students for careers in the future. AI in classrooms is increasing for students, but also teachers. Currently, there are many AI tools geared towards teachers to support students and their learning. “If we want our students to be ready for their future careers, we must start teaching them about AI” (Poth, 2025). This source provides different AI tools for schools to use with their students such as SchoolAI, MagicSchool AI, and Eduaide to name a few. 

This source can be utilized by educators and school districts to learn about the various options for AI in education. AI helps teachers with elearning and lesson planning for teachers. This source provides examples for using AI in the classroom and the benefits for AI for students and teachers. This source also provides information for meeting the needs of all learners including language language learners.

References

Poth, R. D. (2025, June 10). AI resources for teachers. Edutopia. https://www.edutopia.org/article/ai-resources-teachers?utm_source

Measuring What Matters

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This post is provided by guest blogger, Stephanie Lawrence, graduate student at the University of St. Francis, MS in Talent Development program.


In the article, Reimagining assessment in online learning: A framework for student success, Ng and Hussain (2022) discuss how digital learning environments necessitate a change in assessment practices to effectively evaluate student outcomes. The authors present a case against traditional assessment models; they are lacking in the virtual setting. They also introduce a student- centered framework that places importance on formative feedback, reflective practice, and authentic assessment tasks. The article provides evidence showing that when assessments are aligned with learning goals and actively engage students, they achieve deeper learning and improve course completion rates.


This article offers a timely and practical approach to improving assessments in eLearning. Since COVID- 19, online learning has greatly expanded. Ng and Hussain (2022) are able to take theory and connect it with real- world application. One limitation is that the authors’ research focuses mainly on higher education. K-12 and corporate eLearning environments will require adjustments. However, the article’s emphasis on continuous feedback and authentic learning are critical aspects of the learning process across contexts.

Categories: Assessment & Evaluation, E-learning, Instructional Design/Program Development, Online Learning

Reference:
Ng, D., & Hussain, I. (2022). Reimagining assessment in online learning: A framework for student success. Online Learning Journal, 26(1), 45–63. https://doi.org/10.24059/olj.v26i1.2982

Creating Effective E-learning Programs by Analyzing Current Data

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Creating Effective E-learning Programs by Analyzing Current Data

This post is provided by guest blogger, Gerald Edwards Jr., graduate student University of St. Francis, MS Training and Development program.

As more organizations turn to e-leaning as the preferred educational and training modality, the need to accurately measure participant outcomes is imperative. The success of e-learning programs is dependent on the ability of decision makers to gauge success and failure in order to change and improve the implementation of emerging technologies and delivery systems. There are currently limited metrics on e-learning outcomes. This is due to the lack of congruity across assessment criteria, measuring standards, and digital learning content. Assessment of e-learning programs is needed to accurately determine the effectiveness of e-learning environments in order to assess the most effective e-leaning teaching tools and methods.

The article “impact of online learning on student’s performance and engagement: a systematic review” by Akpen, Asaolu, Atobatele, Okagbue, and Sampson (2024), evaluates the current research on the effects of e-learning on student outcomes. The research review examines 18 in-depth studies using the Preferred Reporting Items for Systematic review and Meta-Analysis (PRISMA). An analysis showed varied academic outcomes from learning in the online environment. Some studies showed improved student performance due to the flexibility and accessibility of the e-learning environment. While other studies highlighted the challenges of the e-learning environment including isolation and lack of interactions with instructors and peers. The effectiveness of e-learning was also shown to be affected by things like the quality of the digital tools, the accessibility and reliability of the internet connections, and participant’s motivation to stay engaged in e-leaning programs. Recognizing and addressing these issues can improve the overall e-learning experience, thereby positively affecting the student outcomes. This information is useful program designers, trainers, and educators responsible for the e-learning experience and informational content.

Categories: Assessment & Evaluation, Instructional Design/Program Development, Online Learning

Reference:

Akpen, C.N., Asaolu, S., Atobatele, S., Okagbue, H., & Sampson, S. (2024). Impact of online learning on student’s performance and engagement: a systematic review. Discover Education, 3.  https://doi.org/10.1007/s44217-024-00253-0

Self-Directed Learning: The Key to E-Learning Outcomes

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This post is provided by guest blogger, Rachel Dobrich Ruffetti, a graduate student at the University of St. Francis in Joliet, working towards the Talent Development Certificate.

The article, “Exploring the Mediating Role of Student Satisfaction for the Relationship between Self-Directed Learning Abilities and Elearning Outcomes” by Chang and Siew (2024), examines how Self-Directed Learning (SDL) abilities influence e-learning outcomes. Core SDL principles include self-motivation, goal-setting, active planning, and self-evaluation. The research evaluated various elearning outcomes, such as enhanced learning, empowerment, time-saving, and academic success. The study found that students with higher levels of SDL, including self-efficacy, social interaction, and online readiness, tend to experience greater satisfaction and success with elearning. Since online courses heavily depend on SDL, students lacking these skills may struggle in this environment. Building relationships and incorporating positive emotional interactions could improve learning outcomes, student participation, and academic achievement.

This peer-reviewed study is valuable for higher education instructors designing elearning experiences. It highlights the connection between SDL abilities and student satisfaction as predictors of elearning outcomes. This research is beneficial for educators aiming to foster motivation and engagement in virtual settings. Learners benefit most from well-structured learning environments that connect the relevance of the content to their personal and professional lives. For example, when professionals recognized the career development benefits of their coursework, they reported higher satisfaction with their elearning experiences. Chang and Siew (2024) emphasize that learning is most effective when educators promote self-guided, independent learning strategies that inspire students to become lifelong learners.

References  

Chang, W. C., & Siew, W. F. (2024). Exploring the Mediating Role of Student Satisfaction for the Relationship between Self-Directed Learning Abilities and Elearning Outcomes. Journal of Educators Online, 21(4).
https://research-ebsco-com.ezproxy.stfrancis.edu/linkprocessor/plink?id=83f10a8e-19c1-3d24-82b7-1ccf49635f81 

Measuring What They Know

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This post is provided by guest blogger, Stephanie DeFrancesco, a graduate student at the University of St. Francis in Joliet, MS in Training and Development Program. 

There are several ways we can measure student outcomes by assessment. In a recent article, authors at Cornell University (2025), discuss how to approach measuring student outcomes, whether formative (receive input and guided feedback) or summative assessments (tests, quizzes, etc.). The article also discusses what to consider when you are developing methods for assessing the students. The end guide to get started with what to ask yourself when reviewing course assignments and outcomes is also helpful to make sure you are on the right track when creating assessments.

I believe the source is a great starting point to assessing the learning outcomes. It breaks the criteria down for the instructor in a short article, but it hits all the key points on how to get started and how to continue throughout the course. I think it is a very reliable source because this could be a struggle for some to know where to begin and how to understand how to measure student learning. I also appreciate how it defines each approach and explains how to ask students to reflect to know you are on the right track. 

Cornell University. (2025). Measuring student learning: Center for teaching innovation. Measuring student learning. Center for Teaching Innovation. https://teaching.cornell.edu/teaching-resources/assessment-evaluation/measuring-student-learning 

Modern Assessment Techniques in eLearning

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This post is provided by guest blogger, Darryl Barrios, graduate student University of St. Francis, MS Training and Development program

As we continue to look for ways to improve learning outcomes, delivering a more personal learning experience for our students is becoming increasingly important.  Key to this is successful assessment procedures.  While exams and quizzes have been an integral part of learning assessment, due to the dynamic nature of eLearning these techniques are not enough.  More creative and personalized assessment techniques will be needed to improve student engagement and provide the analytics needed to gauge student performance.  Approaches such as simulations, group assessments, and interactive tests are just a few of the new techniques that are being implemented.

Satyabrata Das’ article Modern Assessment Techniques in eLearning (2024) breakdowns the reasons why changes in eLearning assessment procedures are needed.  The article starts with brief examples of creative assessment techniques and while what is presented is informative, presenting examples would have helped.  This is followed by a brief review of the importance of assessments, as well as stressing the need for promptness and fairness.  While the information presented in these sections was useful, it was weakened by the lack of data supporting the claims.  Ultimately, this article serves as a great starting point for someone looking to improve their assessment procedures.

Reference: Das, S. (2024, August 25). Modern Assessment Techniques in eLearning. eLearning Industry. Retrieved from https://elearningindustry.com/modern-assessment-techniques-in-elearning

Rethinking E-Learning Assessments

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This post is provided by guest blogger, Hailey Kaddatz, graduate student at the University of St. Francis in Joliet, MS in Talent Development program.

The assessment of student outcomes in e-learning reveals a significant gap between content delivery and learner engagement (Noesgaard, n.d.). Many participants engage in behaviors like skipping through training sessions and multitasking, which undermines the effectiveness of the learning experience. There is a need for more interactive and engaging content to foster genuine understanding and retention.

This information provided by Noesgaard (n.d.) appears reliable as it draws on observed behaviors in e-learning environments. This resource could be useful for educators and instructional designers looking to improve engagement and assessment strategies. It may interest those involved in e-learning, training programs, and educational policy development.

Reference: Noesgaard, S. (n.d.). The effectiveness of e-learning: An explorative and integrative review of the definitions, methodologies and factors that promote e-Learning effectiveness. https://academic-publishing.org/index.php/ejel/article/view/1735/1698.

Quality Over Quantity 

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This post is provided by guest blogger, Edith Peña, graduate student at the University of St. Francis in Joliet, MS in Talent and Development program.

In the article, “8 Qualitative eLearning Assessment Methods to Track Online Learners Progress”, Christopher Pappas (2023) provides eight methods to track a learners’ progress using qualitative assessments. Qualitative assessments help determine the online learners’ proficiency and knowledge mastery. The eight qualitative eLearning assessment methods mentioned in the article are, task-based simulations, branching scenarios, online group collaboration projects, open-ended questions, problem-solving case studies, eLearning blogs, online interviews and forums and online discussions. These assessments help instructors go beyond surface level and can help an instructor identify the areas a learner needs improvement on. 

This article is published on elearningindustry.com which is valuable resource to those in the industry handling eLearning programs. I like how the author states, “it’s not how much you know but how well you know it” (Pappas, 2023). I learned new things from this article, and I would be putting some of this into practice. One of the things I think was missing from this article was insight of what the learners’ feedback was about these assessments. I would really like to know that these methods have been put into practice and what did the learners think about it. 

Reference

Pappas, C. (2023, June 12). 8 Qualitative eLearning assessment methods to track online learners progress. eLearning Industry. https://elearningindustry.com/qualitative-elearning-assessment-methods-track-online-learners-progress

Innovative Assessment Strategies for Educators

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This post is provided by guest blogger, Leah Koncir, graduate student University of St. Francis, MS

The article “61 Effective Assessment Strategies for Teachers to Use” from Indeed.com provides a comprehensive list of assessment methods designed to develop student learning and engagement. These strategies range from traditional methods like quizzes and polls to more interactive approaches such as interviews, reflective writing, and entry and exit questions. Each technique is tailored to assess different aspects of student comprehension and progress, providing educators with versatile tools to gauge learning outcomes effectively.

Indeed.com is a reputable platform know primarily for job listings and career advice, but it also provides valuable resources for educators. The article is well-structured, offering practical assessment strategies that teachers can readily implement. However, it lacks in-depth discussion on the theoretical foundations of these methods and does not provide realistic evidence of their effectiveness. Educators seeking to diversify their assessment techniques and improve student engagement would find this resource particularly useful.

Reference: Indeed, Editorial Team. (2025,March 8). 61 effective assessment strategies for teachers to use. https://www.Indeed.com/career-advice/career-development/assessment-strategies