However, the evaluation of learning in distance education has some particularities. A specific methodology is needed, carefully applied to ensure the acquisition of reliable and objective data. To better understand about evaluating learning in ODL and how to do it properly, continue reading this article.
The concept of learning evaluation
Traditionally, evaluating in the educational environment means using tools and instruments to measure the knowledge of the students of a course, verifying the degree of compliance with some objectives outlined within a period of time.
Ideally, not only the content that has been assimilated should be taken into consideration, but also other skills such as language, assiduity, commitment and dialectic ability.
The relationship between innovation and learning evaluation
It is common to associate the act of evaluating with the performance of tests to quantify the person’s knowledge and to classify them according to the obtained score. However, with the development and consolidation of innovative methodologies, both in person and distance, it makes more sense to think broadly, less focused on approving or disapproving the student.
The structural change that educational institutions are undergoing, both in basic and higher education, is removing the focus from the teacher and giving more protagonism to the student.
The tools have accompanied this modernization movement, using more robust technologies that help consolidate this new perspective on the roles of teachers and students. In this sense, distance education is a pioneer.
The use of EAD in evaluation
Besides the use of complete and intelligent platforms, with instruments capable of evaluating different skills and competencies, distance learning is more individualized and student focused. Studying online gives more space for the student to manage his own time, without the routine being completely dependent on the studies, which favors productivity, concentration and motivation.
With the activities made available virtually and corrected automatically, the teacher’s work is streamlined and unbureaucratic. Thus, it is possible to focus on what really matters: teaching.
In place of periodic exams and long work focused on a dense content, EAD facilitates continuous evaluations, which provide timely and immediate feedback on the student’s performance and what is the next step in his or her trajectory.
Finally, using DTS in learning evaluation implies more individualization, in which the teacher classifies less and orients more. There is not necessarily a hierarchy between the parties, nor a single holder of knowledge.
The spaces for discussions between student and teacher in the forums are foments for the active construction of knowledge, in search of the truth, and not the right answer to a question of proof.
The steps to make an evaluation of learning in ODL
It is necessary to keep in mind the structural differences when preparing the evaluations at a distance. There are some essential aspects to be aware of, which ensure reliable analysis of students’ knowledge. See what they are.
Focus on diagnosis
The traditional model quantifies the student’s knowledge, to approve or disapprove it based on mistakes and hits, which are transformed into arbitrary grades and ratings. However, the ideal is to think of the evaluation tool as a form of diagnosis, which points out to the teacher what are the advantages and points to be developed in the process.
Based on the performance of the students, readjustments are made in the methods used throughout the process:
- What does he need to learn at the moment?
- How to complement what he has already learned?
- How to consider what he already knows and complement it?
- What methods should be used to avoid evasion and maintain the interest of students?
These are questions that management and teachers must answer, based on the results of the evaluations.
Encourage dialogue and reflection
One of the advantages is the ease in the application of activities with open answers and the use of didactic materials for students to consult and substantiate their arguments. Furthermore, the presence of the teacher in the discussion forums is necessary to mediate the conversations and understand the idiosyncratic way the content is understood.
Take advantage of technological resources
Use the technological tools that the platforms support: in addition to the forums and exams, it is already possible to make use of even artificial intelligence to automatically correct activities and give students faster feedback. This is also important because it debureaucratizes the work of teachers and empowers them.