Ann+Blackkman+EDCI+5360+Spring+2015

Cox, M. (2013). Formal to informal learning with IT: research challenges and issues for e-learning. //Journal Of Computer Assisted Learning//, 29(1), 85-105. doi:10.1111/j.1365-2729.2012.00483.x eLearning has changed the way teaching and learning is created and delivered. One of the biggest challenges to researching both the formal and informal assessment involved in elearning is that the tools and acess to them are constantly changing. The variability of IT literacies, the movement toward informal learning, as well as the unknown and/or uncontrolled access the learner has to other IT resources as well as contributions of third parties. This article reviews the current spectrum of technological and educational research changes over the past 40 years. An especially useful aspect of this article was the comparison of quantitative versus qualitative research as they relate to specific research goals (Marshall, G. & Cox. M. J., 2008, p 984). Reference: Marshall, G. & Cox, M. J. (2008). Chapter 2: research methods; their design, applicability and reliability. //International Handbook of Information Technology in Primary and Secondary Education// (eds J. Voogt & G. Knezek), pp. 983-1002. Springer, Berlin, Heidelberg, New York.

Behrens, J. T. & Dicerbo, K. E. (2012). Design and discovery in educational assessment: Evidence-centered design, psychometrics, and educational data mining. //Journal of Educational Data Mining, 4//(1), 11-48. Retrieved from [] This article explains the difference and provides examples of evidence-centered design (ECD) and educational data mining (EDM). Examples are provided from a literature review as well as research completed with the Cisco Networking Academy (CNA) [|www.cisco.com/web/learning/netacad/index.html] The primary purpose of this article is to demonstrate that educational assessment is now able to better use EDM capabilities as a result of the richer data environment available through online courses and examinations. This is a very detailed, well laid out article for academic researchers to understand the impact and relationship of ECD and EDM to formal assessment.

Williams, D. D., South, J. B., Yanchar, S. C., Wilson, B. G. & Allen, S. (2011). How do instructional designers evaluate? A qualitative study of evaluation in practice. //Educational Technology Research and Development. 59//(6), p. 885-907. Retrieved from []

As more and more instruction involves online learning, instructional designers are involved in not only course creation but also the assessment of teaching and learning. This reviews a qualitative research study that investigated the instructional designer’s use of evaluation while designing new projects. Interviews with instructional designers were conducted in order to determine how evaluation is used throughout the design process rather than only at the end, as the ADDIE (analyze, design, develop, implement and evaluate) model suggests. The research method was described as a naturalistic-qualitative form of inquiry in that the intent was to gather information on how designers use evaluation in both formal and informal manners in an everyday context. The primary focus is to compare instructional design theory, best practices, and what actually occurs. The sample size was seven individuals but it did cover a variety of locations across the United States as well as a variety of education levels of the individuals as well as a variety of work environments that included corporate as well as academic settings. Three semi-structured interviews were conducted with each participant. The findings of this research are very useful in comparing the hopes versus the reality of formative and summative assessment in instructional design. A primary outcome was the conclusion of the importance of training and including instructional designers in the process of summative assessment so that the embedded formative assessment that goes on throughout the design process can be used beyond the particular project.

Shute, V. J. & Yoon, J. K. (2013, May 22). Formative and stealth assessment. //Handbook of Research on Educational Communications and Technology.// (eds J. M. Spector et al.) p. 311 - 321 New York: Springer Science+Business Media DOI 9781461431848

This study focuses on formative assessment with the statement that assessment should: A) Encourage and support, not undermine, the learning process for learners and teachers. B) Provide formative information whenever possible (i.e. give useful feedback during the learning process instead of a single judgment at the end. C) Be responsive to what is known about how people learn, generally and developmentally (p 311). The distinction is made that formative assessment is //for// learning while summative assessment is //of// learning. Examples and rationale for an evidence-based approach to incorporating assessments into daily learning is provided. This is a very useful article in providing examples on how and why to measure not just a learner’s existing and emerging competencies but also using that information to provide analysis and planning of future instructional support. This is a detailed research report that provides concrete and understandable examples for entry level academics.

Chalmers, D. & Gardiner, D. (2015, March 18). An evaluation framework for identifying the effectiveness and impact of academic teacher development programmes. //Studies in Educational Evaluation.// [|doi:10.1016/j.stueduc.2015.02.002]

In order to appropriately assess learning it is critical to assess faculty professional development in its part of teaching and learning. This research study states that while there are many implicit goals of faculty professional development,. In contrast, there are fewer analysis of the measured amount of improvement or lack of improvement in learning occurs as a result of faculty development programs. Action research is a phrase used in this report which is described as “being concerned with practical problem solving, expanding knowledge, enhancing the competencies of participants and delivering findings able to be applied in the real world immediately.” In addition to the detail on the research completed in Australia, this article provides a literature review that expands on the effectiveness of various faculty development programs.