Summary and Conclusions

This wiki was created as part of a final project for Assessment in E-Learning EDU 762-930 an on-line course offered through University of Wisconsin Stout. In the process of creating this wiki, the author used all of the on-line assessment tools reviewed and resources shared by the instructor, fellow students, or found through a literature reviewed. This final project is published on-line and available for viewing, sharing, and updating in the future through this Wiki.

In order to choose the on-line assessment tool for measuring learning, the educator can start by identifying what the learner will need to be able to remember, perform, or create. What cognitive, psychomotor, or affective change is desired? Using Bloom's Taxonomy to build meaningful objectives provides a framework for selecting assessment tools that will measure student progress. The educator can use assessment tools to assess learner baseline knowledge, attitude, and skill. Formative assessments can be used throughout the educational experience to assess the progress of learning. Formative assessments and the use of higher order objectives that stimulate creativity and critical thinking skills have the added benefit of decreasing plagiarism because the student is working on the objectives in stages and receiving feedback from the instructor and fellow students. Summative assessments would be evidence of cummulative learning. The on-line learning assessment tools chosen need to be valid for the learning experience and reliable in terms of measuring learning consistently taking into consideration the diverse population of learners. A variety of on-line assessment tools are available for the educator to use for learning assessment. By reviewing the literature and practicing with the on-line assessment tools, the educator gains valuable experience to use when selecting on-line learning assessment tools.