Methodologies for Assessing the Traditional Learner

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Author(s): Lawrence A. Tomei (Robert Morris University, USA)
Copyright: 2010
Pages: 14
Source title: Designing Instruction for the Traditional, Adult, and Distance Learner: A New Engine for Technology-Based Teaching
Source Author(s)/Editor(s): Lawrence A. Tomei (Robert Morris University, USA)
DOI: 10.4018/978-1-60566-824-6.ch013

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

Assessment may be defined as “any method used to better understand the current knowledge that a student possesses.” (Dietel and Knuth, 1991). Assessment can be as simple as a teacher’s subjective judgment of student performance or as complex as a standardized achievement test. The concept of “current knowledge” implies that what a student knows is always changing and therefore teachers are to make assessments about their students’ achievements repeatedly throughout the school year. The elements of technology-based materials and lessons introduced in this book have identical reasons for undergoing the scrutiny of formal evaluation as any other form of valid classroom assessment. The purposes of assessment are many, depending in large measure on the initiators of the evaluation. Administrators use assessment to set standards and policies, direct resources, establish goals, and monitor the quality of education. Learners gauge their progress, assess strengths and weaknesses, measure school accountability, and make informed educational and personal career decisions.

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