Assessment & Evaluation

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

e-Learning Success: Measure, Assess, Improve 

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

In “How To Evaluate The Success Of An e-Learning Program: Setting Objectives And Assessing Outcomes,” Merchant (2023) emphasizes the importance of evaluating e-Learning programs to ensure they achieve educational goals and provide value. She outlines key steps for effective assessment: 1) Establish clear, measurable objectives aligned with organizational goals; 2) Analyze learner engagement through metrics such as completion rates and participation; 3) Assess learning outcomes using quizzes and assignments to measure knowledge retention; 4) Gather learner feedback via surveys to identify strengths and improvement areas; 5) Implement continuous improvement based on collected data to enhance the program. These steps help organizations create effective and engaging e-Learning experiences. 

This article presents a structured approach to evaluating e-Learning programs, making it a valuable resource. By outlining practical steps for assessment, the article serves as a guide for those seeking to enhance their e-Learning initiatives. HR professionals and training instructors will find the information relevant. The article could benefit from specific case studies or examples to illustrate the application of these steps in real-world scenarios.  

Category: Assessment & Evaluation, e-Learning, Teaching Strategies 

Reference:  

Merchant, N. (2023, September 25). How to evaluate the success of an eLearning program: Setting objectives and assessing outcomes. eLearning Industry. https://elearningindustry.com/how-to-evaluate-the-success-of-elearning-program-setting-objectives-assessing-outcomes 

What do you prefer?

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

Online learning has become very popular in the past few years, but is it what students prefer? In the article, Ong et al. (2024) discusses the seven reasons why students prefer in-person classes rather than online classes. The classroom gives students a sense of “togetherness,” and they find it easier to stay focused and motivated. Student also appreciate the sense of routine. Going to class and being able to ask questions and communicate in that moment. The article discusses how online learning seems to impede learning and social interaction. 

I do recommend this article, because I feel that we are always looking for the positives of e-learning. We assume many students prefer e-learning, but there is a great percentage that still prefer in-person classes. E-learning is becoming more available for classes, because they are easy to access from anywhere and can be done at any time, but some students still feel that attending class gives them a sense of belonging and interacting with instructors and students. I find that I prefer in-person learning for certain classes, because I feel I am able to stay focused and get more from the class. 

Ong, J. et al. (2024, November 16). 7 missing pieces: Why students prefer in-person over online classes. University Affairs. https://universityaffairs.ca/features/7-missing-pieces-why-students-prefer-in-person-over-online-classes-2/ 

ChatGPT Assessments: Rethinking Curriculum Design in an AI World

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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.

Artificial Intelligence (AI) tools like ChatGPT can potentially create personalized, interactive learning environments tailored to individual needs (Bennett & Abusalem, 2024). Since research remains limited, universities are reevaluating curriculum and assessment methods to integrate AI meaningfully. They are advocating for collaborative approaches that blend human intelligence with AI strengths. Key concerns include distinguishing between human and AI-generated work. Although source citation partially addresses this, redesigning assessment tasks can further mitigate risks. By leveraging Bloom’s Taxonomy, educators can emphasize higher-order thinking skills to reduce academic misconduct. Strategies, including monitoring assessment stages, incorporating self-reflection, and narrating presentations, can prove students’ original thoughts. Some universities are also exploring AI as research partners to enhance writing and language learning. While challenges exist, AI presents significant opportunities to enrich education. 

I recommend this article for instructors in higher education. It provides insights into how institutions are embracing AI rather than resisting it. Many concerns stem from a lack of research on AI’s role in higher education. However, this article offers a foundation for rethinking instruction and assessment. College should prepare students for the workforce, where AI will be integral. Rather than banning AI, institutions should engage students in meaningful projects that develop their ability to manage and implement AI responsibly. As the article emphasizes, thoughtful AI integration, with regulation and ethical considerations, can shift learning from rote memorization to critical thinking.

Reference
Bennett, L., & Abusalem, A. (2024). Artificial intelligence (AI) and its potential impact on the future of higher education. Athens Journal of Education, 11(3), 195–212. https://research-ebsco-com.ezproxy.stfrancis.edu/linkprocessor/plink?id=8838c1ff-5edb-3238-9627-e20d028c7409

Keywords: Artificial intelligence, ChatGPT, curriculum design, pedagogy, assessment.

Assessing Student Learning – Insight into Impact

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This post is provided by guest blogger, Lynn Urban, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Educators put time and energy into preparing lessons, but the work does not end once class is over.  It is essential to evaluate student learning, ensuring information provides intended impact.  Especially in the online learning environment, instructors cannot rely upon in-person interaction, and should explore the use of online assessment tools.  Content creator, Helen Colman (2024) provides methods to assess student learning, while sharing eLearning insights and teaching strategies.  “Online assessments are a critical part of eLearning and should be undertaken with the same level of care and rigor that you put into creating your other learning content.” (Colman, 2024). 

I recommend this article for instructors seeking the latest information about online assessment tools.  The article is organized and provides a fresh look at modern methods and software.  The author shows eLearning knowledge, but does not push readers away with heavy technical terms.  Images provide helpful descriptions pointing out the simplicity, usefulness, and outcome of various tools.  While the article references iSpring Suite as a vendor to provide online courses and assessments, the information is helpful whether pursuing the vendor or not.  There are many options, and readers will surely gain insight into the impact of assessments for online learning.

Reference

Colman, H. (2024, January 16). 9 Ways to Assess Student Learning Online. iSpring Solutions. https://www.ispringsolutions.com/blog/8-ways-to-assess-online-student-learning

Interactive Learning Tools That Won’t Break Your Budget

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

The most effective eLearning courses utilize interactive components to drive engagement. However, training budgets may not always allow for the purchase of new technology. “15 Free Interactive eLearning Tools” by Hannah Malmstrom (2022) provides a list of interactive tools that won’t break the budget for trial and pilot adoption. The author provides a comprehensive review of a variety of platforms that can be used to increase engagement in online courses. Each review includes criteria such as highlights, best use, and cost. The tools named offer features that are in alignment with current eLearning trends like microlearning, social learning, and collaboration.


I recommend this article for instructors that are researching different learning management systems to help boost engagement in their online courses. The list of 15 free tools features a variety of platforms that creates a comparison view and allows the reader to identify those to research further. The solutions offer ways for learners to interact using quizzes, games, and progress reporting. Malmstrom (2022) goes the extra mile and even highlights who the best audience is for some of the tools. This allows the person researching to focus their attention on the features and audience that would best suit their need.

Reference

Malstrom, H. (2022, January 10). 15 free interactive eLearning tools. EdApp Microlearning. https://www.edapp.com/blog/10-interactive-elearning-tools/

Starting Up Online Medical Education?

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This post is provided by guest blogger, Tricia Padgurskis, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Are medical schools using quality assurance guidelines to develop their online curriculum? If you were tasked to setup a new online medical education program, would you know how to start?

In the peer-reviewed, BMC Medical Education Journal, Wasfy et. al. (2021) felt there are gaps in the quality standards of online curriculum among medical schools.  They set out to create a list of criteria for best practice in online learning in medical education.  The criteria was based on the data collected from focus groups of novice and expert faculty in online higher medical education.  In this article, the authors list important guided questions to consider when developing online education, including: governance, administration, academic council, faculty and student online training needs, organizational capacity, resources, bylaws, course delivery, course design, learning assessment and human resource needs.  The list provides a nice overview of eLearning management considerations for most curriculum in higher education. However, future application of this tool still need to be studied.

If you need to take a closer look at your college’s online curriculum quality, I highly recommend reading this guide for evaluation of online learning in medical education. 

Reference:

Wasfy, N. F., Abouzeid, E., Nasser, A. A., Ahmed, S. A., Youssry, I., Hegazy, N. N., Shehata, M. H. K., Kamal, D., Atwa, H. (2021, June 10). A guide for evaluation of online learning in medical education: A qualitative reflective analysis. BMC Medical Education. BioMed Central. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-02752-2

(L)earning (M)ade (S)upportive Through LMS Data 

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This post is provided by guest blogger, Sejdije Fejza, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

In this article, researchers from the University of Queensland in Australia analyzed whether LMS data is useful in understanding learners and their needs. Video based learning management systems were assessed by monitoring how many times a student clicked on a video and the amount of time that video played. Exam results were also reviewed to determine whether LMS data can assist student learning. First, it revealed students’ preferences for learning. Additionally, students can reference back information or work on their own time. They also revealed that shorter videos and content receive the best results when instructing through this LMS. 

This source is helpful for organizations who are deciding what factors to assess in their LMS to support student learning. If individuals adopt this form of analysis to support learning, it is important that they carefully choose the best LMS features to assess. This will avoid limitations in data. For instance, it’s important to consider how engaged students are when watching a video. Therefore, the number of times clicked on a video may not necessarily correlate to whether the viewer is actively paying attention to the video to assist in their learning. 

Reference 

Maloney, S., Axelsen, M., Galligan, L., Turner, J., Redmond, P., Brown, A., Basson, M., & Lawrence, J. (2022). Using LMS log data to explore student engagement with coursework videos. Online Learning, 26(4), 399–423.

Choice and Performance Relationship, Not Always Friendly

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This post is provided by guest blogger, E Ivy, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

A university faculty member studied the correlation between course registration timeliness & availability of choice in selecting courses, and achieving course completion with higher grades. When early registrants could choose an in-person or online course – and selected online – they completed the course and earned higher grades than their peers who registered late, with only the online option. One of the biggest performance gaps were with drop, fail and withdrawal students. The study concludes, if another face-to-face class was available, some students might have preferred and chosen it, and performed better. The study did not review specific student characteristics. 

I recommend postsecondary educators review this study as they may be interested in its literature review, hypotheses, and data analysis. I find this study conducted by a Judd Leighton School of Business and Economics faculty member to be credible. This study is helpful because it affirms that students have different learning preferences and compatibility with class modality. While some students have adapted to, and even prefer online education, in-person classes may best suit other learners. The findings highlight the importance of choice availability, as students may opt for e-learning courses only when the alternative is no class at all.

Pathak, B. K. (2019). Study of e-learning outcomes: The role of late-registration and self-selection. The e – Journal of Business Education & Scholarship of Teaching, 13(1), 13-19. Retrieved from EJ1239138.pdf (ed.gov)