Assessment And Technology Enhanced Learning

Assessment practices currently employed normally focus on two critically important aspects. Student learning styles and instructor teaching methodologies. But, in reality, assessment techniques should actually analyze and examine the interaction between the two key players, namely the student and instructor. (Grasha, 1990, 1996). Many tools used in assessment of learning often document students' knowledge. However, they do not examine how classroom practices have contributed to specific learning outcomes. Traditional methods for evaluating teaching typically examine instructional practices but often ignore how those practices have actually contributed toward influencing students' intellectual development. (Brookhart, 1999). Analysis of student course portfolios approaches the problem of assessment in a different manner, and attempts to document effectiveness of teaching and evidence of learning more exhaustively, concentrating on specific issues. Yet, this method does not necessarily examine the interplay between the instructor and the learner. Assessment practices throughout the country are experiencing a state of rapid transition. (Edgerton, Hutchings, & Quinlan, 1991). Revised ideas are being implemented to develop newer assessment practices that are intended to be more useful. One of the main objectives is to document the desired competency and strengthen students’ professional development to instill a desire and motivate an ambition for lifelong learning. (McClymer & Knoles, 1992). The author outlined these ideas at the 23 rd Annual Lilly Conference, Oxford, Ohio, 20-23 November 2003. These suggestions were made so that an instructor can implement necessary tools to examine and document students’ competency in a chosen area of concern. (Narayanan, 2002 a, b & c; 2003, 2004). Technology has provided the instructors with a powerful tool to expand, support and implement assessment techniques effectively and efficiently. The author has reported on twelve assessment techniques that can probably be utilized in any modern academic environment. (Narayanan, 2004). These twelve techniques, combined with the twenty principles of Total Quality Management guide the instructors with several paths that can be chosen according to their discipline. “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition © 2005, American Society for Engineering Education” P ge 10231.1