Transcript Document

DETA 2011
distance education in changing
africa
August 3 – 5, 2011
Effective Assessment and Evaluation
Strategies for Distance Education Programs.
Prof. Martin Dwomoh-Tweneboah, Ph. D.
Linfield College, OREGON, U.S.A
Visiting Professor
Catholic University of Mozambique
Beira
Prof Martin Dwomoh-Tweneboah
What is Distance Education?
Distance education or distance learning, is a
field of education that focuses on teaching
methods and technology with the aim of
delivering teaching, often on an individual
basis, to students who are not physically
present in a traditional educational setting
such as a classroom( Wikipedia Definition).
Prof Martin Dwomoh-Tweneboah
Components of Distance Education
Prof Martin Dwomoh-Tweneboah
Mode of Delivery
Print based courses
Conferencing courses (video conferencing)
Computer-based training (CBT)
Pre-recorded audio courses (tapes, podcasts)
Radio broadcast courses
Television broadcast course
Online courses, using Learning Management
Systems.
Prof Martin Dwomoh-Tweneboah
Common Misconceptions About
Program Assessment
1. The results of assessment will be used to
evaluate faculty performance.
2. Our program is working well, our students are
learning; we don’t need to bother with
assessment.
3. We will assign a single faculty member to
conduct the assessment. Too many opinions
would only delay and hinder the process.
Prof Martin Dwomoh-Tweneboah
Common Misconceptions About
Program Assessment
4. The administration might use the results to
eliminate some of the department’s programs.
5. Assessment is a waste of time and does not
benefit the students.
6. We will come up with an assessment plan for
this year and use it every year thereafter.
7. Program assessment sounds like a good idea,
but it is time-consuming and complex.
Source: Program Assessment Handbook,
University of Central Florida
Prof Martin Dwomoh-Tweneboah
Assessment and Evaluation Framework
A good assessment and evaluation of distance
learning programs identify the vision, goals,
objectives, outcomes and measures.
 What do you like to do?(Vision)
 What steps do you take to get there?(Goals)
 What do you have to achieve for each step?(Objectives and
Outcomes)
 How well are you doing it? (Measures)
 What and how does a program contribute to the development
and growth of its students?
Prof Martin Dwomoh-Tweneboah
Five Metrics of Program Assessment
Institutional mission statement.
Students’ needs and satisfaction.
Students learning and course outcomes.
instructional technology in use.
Staff needs and support
Prof Martin Dwomoh-Tweneboah
Institutional Mission Statement
 Most institutions offering distance education programs
don’t include distance education in the mission
statements.
 The institution’s mission statement should specify the
institutions’, educational philosophy, and educational
objectives with respect to distance education.
 The mission of the departments in charge of the various
distance learning programs or courses should also
identify the missions, goals and objectives of each
program or course and align them to the institutional
mission
Prof Martin Dwomoh-Tweneboah
Students’ Needs and Satisfaction
 Does the institution have adequate student support services
and apparatus to support off campus students in terms of
learning, advising and career development?”
 Students’ needs can be identified by getting to know them as
soon as possible through the use of profiles and introductory
activities.
 Students’ needs can be assessed by:
 1) analyzing existing data sources
 2) conducting regular surveys
 3) studying students’ profiles
 4) interviewing community members and focus groups
Prof Martin Dwomoh-Tweneboah
Students Learning and Course Outcomes
Course Related
Skills
Learner Attitude,
Values and Selfawareness
Prior knowledge recall
and understanding
Students' awareness
of their attitude and
values
Skill Analysis and
Critical thinking
Students’ selfawareness as
learners
Skill in synthesis and
creative thinking
Course-related
learning and study
skills, strategies, and
behaviors
Learners Reactions
to Instruction
Learner reaction to
teachers and teaching
Learner reactions to
class activities,
assignments, and
materials
Skill in Problem
solving
Skill in application
and performance
Prof Martin Dwomoh-Tweneboah
Instructional Technology in Use
The Bates’ ACTIONS model of quality
Access and Flexibility
Costs
Teaching and Learning
Interactivity and user friendliness
Organizational issues
Novelty
Speed
The choice of technology must facilitate student learning.
Prof Martin Dwomoh-Tweneboah
Staff Needs and Support
Workload, efforts put in developing teaching
materials, work being considered as part for
promotion/tenure decision making.
Fundamental metrics that enable the staff to function
effectively as distance education instructors:
 environment
 incentives
 motivation,
 knowledge,
 skills and proficiency necessary to integrate technology in instruction
and mode of delivery,
 the ability to evaluate student achievements at distant sites
Prof Martin Dwomoh-Tweneboah
Conclusion
Program Assessment must be used as a
feedback mechanism.
Program assessment and evaluation is not
intended to be used in evaluating faculty, staff
or students.
Program assessment and evaluation must be
ongoing.
Prof Martin Dwomoh-Tweneboah
Conclusion
 While a particular assessment method and strategy is not an
“all size fits all”, the assessment methods and data collected
may vary in each environment.
 To foster quality assurance, there should be accreditation
bodies solely responsible for distance learning.
 For internationalization and cross-border acceptance,
regional accreditation bodies must be set up within the
various economic blocs in Sub-Saharan Africa to oversee the
administration and program development of distance
education programs.
Prof Martin Dwomoh-Tweneboah