Introduction
What Is Assessment?
While there are many variations in the definition of
assessment, for the purposes of this paper we will
build on the one from the Association of Assessment
of Higher Education, AAHE Bulletin, November 1995. Assessment is an ongoing process aimed at
understanding and improving student learning. It
involves:
- Making our expectations explicit and public;
- Setting appropriate criteria and high standards
for learning quality;
- Analyzing and interpreting evidence to determine
how well performance matches those expectations
and standards.
Why Do Assessment?
The research and
information about assessment is almost boundless
which demonstrates the profound interest in this
subject. The 21st century with its knowledge
driven economy now, more than ever, demands that
institutions produce a quality education for the
students they serve. One of the ways to demonstrate
the quality of that education is to measure it
authentically and communicate the results effectively.
This is where assessments become key.
Effective assessment can document the progress
of students, faculty and institutions based on
measured outcomes.
Assessment
Research, Principles & Trends
Where Do I Begin?
This paper will
expose you to the most pertinent and timely information
and trends now emerging, in hopes that these will
be immediately helpful in your quest to design,
develop improve and/or extend the assessment process
in your classroom, division and college.
This paper presents 9
Principles of Good Practices for Assessing Student Learning and 5
Assessment Trends for Business Educators and
Computer Information Systems Instructors. Embedded
in these principles and trends are Web links
for you to further explore, in order to gain
knowledge and ideas for creating your own assessment
approach.
This interactive
white paper is intended to serve as both a resource
paper and tool-kit. We recommend that you read
the paper the first time, through to its entirety. Then,
go back and explore each of the links at your leisure
and as appropriate for your assessment needs.
The Web is a wonderful
and powerful tool for gathering resources and sharing
ideas. The links presented here have been collected
from industry specialist and educators like you. It
by no means is a complete collection of the wonderful
concepts and applications available on the Web. Fortunately,
and unfortunately, the Web offers such a vast amount
to support material and research examples, daily, and to be able to include every item that addresses
our challenges and concerns would be a paper that
could never be complete.
However, please
think of this document as ?a living document? for
you to add to as you grow in your own assessment
strategies and methodologies.
Doing Assessment
As If Learning Matters Most.
Thomas
A. Angelo wrote
an article (AAHE Bulletin, May 1999)
where its title expresses the most critical and
challenging task of business educators today,
that is, Doing Assessment As If Learning Matters Most. In
his paper Angelo states the following:
If learning really
matters most, then our assessment practices should
help students develop the skills, dispositions,
and knowledge needed to:
- Engage actively ? intellectually and emotionally
? in their academic work.
- Set and maintain realistically high, personally
meaningful expectations and goals.
- Provide, receive, and make use of regular, timely,
specific feedback.
- Become explicitly aware of their values, beliefs,
preconceptions, and prior learning, and be
willing to unlearn when necessary.
- Work in ways that recognize (and stretch) their
present learning styles or preferences and
levels of development.
- Seek and find connections to and real-world applications
of what they?re learning.
- Understand and value the criteria, standards,
and methods by which they are assessed and
evaluated.
- Work regularly and productively with academic
staff.
- Work regularly and productively with other students.
- Invest as much engaged time and high-quality effort
as possible in academic work.
The Web resources
showcased throughout this paper allow us to illustrate
Angelo?s guidelines presented above. But these
examples, and any list of assessment guidelines,
will only be useful to the extent that we, the
assessment activists, first establish the fundamentals
as stated by Angelo.
To
achieve transformation in higher learning, we must
develop shared trust, a transformative vision of
goals worth working toward, and shared language
and concepts equal to the challenge. If we plan
and conduct our assessment projects at every step
as if learning matters most ? and not just student
learning, but ours as well ? then the distance
between means and ends will be reduced and our
chances of success increased.
To
see Angelo?s complete article, click on www.aahe.org/bulletin/angelomay99.htm.
9 Principles of Good
Practices
for Assessing Student Learning
There are many websites,
books, articles and seminars loaded with information
about assessment. A good place to start is the
AAHE, American Association of Higher Education
Assessment Forum www.aahe.org/assessment/. This AAHE Assessment
Forum is considered the primary national organization
that connects and supports higher education assessment. At
this site there are literally hundreds of links
to articles, books and websites all carefully categorized.
One document that
repeatedly appeared when looking for assessment
information was the AAHE?s, 9
Principles of Good Practices for Assessing Student
Learning. A number of leading experts on assessment,
including Patricia Cross and Peter Ewell, wrote this piece. This is where we will begin. We
will be studying one principle at a time. You
can see the two-page paper in its entirety by clicking
on the link www.aahe.org/principl.htm.
Principle #1
The assessment
of student learning begins with educational values. Assessment
is not an end in itself but a vehicle for educational
improvement. Its effective practice, then, begins
with and enacts a vision of the kinds of learning
we most value for students and strive to help
them achieve. Educational values should drive
not only what we choose to assess but also how we
do so. Where questions about educational mission
and values are skipped over, assessment threatens
to be an exercise in measuring what's easy, rather
than a process of improving what we really care
about.
According to this first principle teachers need to
focus on their goals and values for the classes
they teach. You must, as Stephen Covey loves to
say, ?begin with the end in mind.? To help you begin to identify
these goals and values, complete the questionnaire
entitled Teaching Goals Inventory www.siue.edu/~deder/assess/cats/tchgoals.html.
After reading the
instructions, you may want to print out the inventory
and complete it. When finished, return to the
site and click on the self-scoring worksheet at
the bottom of the page.
- Were you able to identify your goals?
- How will you use this information?
Principle #2
Assessment is most effective when it reflects an understanding
of learning as multidimensional, integrated,
and revealed in performance over time. Learning
is a complex process. It entails not only what
students know but what they can do with what
they know; it involves not only knowledge and
abilities but values, attitudes, and habits of
mind that affect both academic success and performance
beyond the classroom. Assessment should reflect
these understandings by employing a diverse array
of methods, including those that call for actual
performance, using them over time so as to reveal
change, growth, and increasing degrees of integration.
Such an approach aims for a more complete and
accurate picture of learning, and therefore firmer
basis for improving our students' educational
experience.
If you would like
a quick review of the levels of learning, click
on the link below to take you to Blooms Taxonomy
for Learning. The chart will remind you of
the different learning domains and how to measure
them www.coun.uvic.ca/learn/program/hndouts/bloom.html.
- Are you creating assessments that measure the
simplest, knowledge, to the most complex, evaluation?
If we know that
learning is multidimensional and occurs on many
levels, then we must create assessments that do
the same. Multiple-choice tests can only measure
certain aspects of learning. There are a host of
assessments that will measure a variety of levels
of learning.
The next challenge
will be to match your course goals with various
classroom assessment techniques (CAT). Click on
the link and complete the Matching Goals to
CAT www.wcer.wisc.edu/nise/CL1/flag/goals/goals.htm.
Now that you have
some ideas about what techniques will work for
the objectives you are trying to reach, go to the
site below and scroll down to the CATS At a Glance.
Click on each assessment strategy and you will
get a brief description. On the left hand side
of the screen is an in-depth write- up of each
technique, available by clicking on the link. Here
you will find an extensive definition, actual examples
and insight from instructors who use this strategy www.wcer.wisc.edu/nise/CL1/flag/cat/cat.htm.
- Were you able to match your goals with appropriate
assessment strategies?
Principle #3
Assessment
works best when the programs it seeks to improve
have clear, explicitly stated purposes. Assessment
is a goal-oriented process. It entails comparing
educational performance with educational purposes
and expectations -- those derived from the institution's
mission, from faculty intentions in program and
course design, and from knowledge of students'
own goals. Where program purposes lack specificity
or agreement, assessment as a process pushes
a campus toward clarity about where to aim and
what standards to apply; assessment also prompts
attention to where and how program goals will
be taught and learned. Clear, shared, implementable goals
are the cornerstone for assessment that is focused
and useful.
Alverno College is
a four-year, liberal arts college for
women, located in Milwaukee. Their faculty came up with an ability-based education
program that applies to all students and all courses
taught at the college. Check this out and see what
you think. Be sure to scroll down the page and
check out the assessment section www.alverno.edu/academics/ac_curriculum.shtml.
- Does your class, department, division and college
have clear and concise goals?
- What do you think of Alverno?s approach?
Principle #4
Assessment
requires attention to outcomes but also and equally
to the experiences that lead to those outcomes. Information
about outcomes is of high importance; where students "end
up" matters greatly. But to improve outcomes,
we need to know about student experience along
the way -- about the curricula, teaching, and
kind of student effort that lead to particular
outcomes. Assessment can help us understand which
students learn best under what conditions; with
such knowledge comes the capacity to improve
the whole of their learning.
Most instructors
construct assessments based on their own learning
style. Implementing only one style of assessment
will not meet or measure student success. Click
on this link to complete a Learning Styles Questionnaire
www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/ilsweb.html.
- What?s your style?
- Are you teaching and assessing to a variety of
learning styles?
- How can you move beyond your style to construct
a variety of assessments?
Take a quick look
at this article entitled Learning Styles and
Strategies www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm.
- What experiences lead to successful outcomes?
- How can you create assessments that serve all
learning styles and more successful outcomes?
Practice #5
Assessment
works best when it is ongoing not episodic. Assessment
is a process whose power is cumulative. Though
isolated, "one-shot" assessment can
be better than none, improvement is best fostered
when assessment entails a linked series of activities
undertaken over time. This may mean tracking
the process of individual students, or of cohorts
of students; it may mean collecting the same
examples of student performance or using the
same instrument semester after semester. The
point is to monitor progress toward intended
goals in a spirit of continuous improvement.
Along the way, the assessment process itself
should be evaluated and refined in light of emerging
insights.
There are a number of assessments that you can use
on a daily or weekly schedule that will provide
you with a great deal of information about how
and what your students are doing. Here is one called Pause
Procedure. Read about it and then try it out www.wcer.wisc.edu/nise/CL1/CL/doingcl/pause.htm.
Here are three more
quick assessment strategies for you to try. Check
out the minute paper, the muddiest point, and the
one sentence summary cstl.syr.edu/cstl/t-l/cls_asmt.htm.
- Which one will you try tomorrow?
Check out this information
and take a look at the chart defining a variety
of assessment techniques www.ntlf.com/html/lib/bib/assess.htm.
- Have you tried a chain note?
- How frequently are you assessing your students?
- How are you using this assessment information
to modify your course?
Principle #6
Assessment
fosters wider improvement when representatives
from across the educational community are involved. Student
learning is a campus-wide responsibility, and
assessment is a way of enacting that responsibility.
Thus, while assessment efforts may start small,
the aim over time is to involve people from across
the educational community. Faculty
play an especially important role, but
assessment's questions can't be fully addressed
without participation by student-affairs educators,
librarians, administrators, and students. Assessment
may also involve individuals from beyond the
campus (alumni/ae,
trustees, employers) whose experience can enrich
the sense of appropriate aims and standards for
learning. Thus understood, assessment is not
a task for small groups of experts but a collaborative
activity; its aim is wider, better-informed attention
to student learning by all parties with a stake
in its improvement.
Check out how Maricopa College supports
assessment www.mcli.dist.maricopa.edu/ae/. Maricopa works hard to
get everyone in the learning community involved
in the assessment process.
- What college wide support are you getting?
Principle #7
Assessment makes a difference when it begins with issues
of use and illuminates questions that people
really care about. Assessment
recognizes the value of information in the process
of improvement. But to be useful, information
must be connected to issues or questions that
people really care about. This implies assessment
approaches that produce evidence that relevant
parties will find credible, suggestive, and applicable
to decisions that need to be made. It means thinking
in advance about how the information will be
used, and by whom. The point of assessment is
not to gather data and return "results";
it is a process that starts with the questions
of decision-makers, that involves them in the
gathering and interpreting of data, and that
informs and helps guide continuous improvement.
Ruth Stiehl in
her book, The Outcomes Primer, asks a question
that can really help drive your assessment decisions.
?What do my students need to be able to do ?out
there? (in the rest of life) that we
are responsible for in this classroom?? Once you
identify the outcomes, the assessment is merely
finding appropriate ways for students to demonstrate
their capability to meet those outcomes, says Stiehl. Go
to this article by Stiehl and
check out the chart for 21st Century
Outcomes www.ctt.bc.ca/lo/Cdmodels.html.
Now review this
article on performance assessments. It is short
and to the point
www.exit109.com/%7Elearn/perfases.htm.
- Are you using performance based or authentic assessments?
If not, why not?
Principle #8
Assessment is most likely to lead to improvement when
it is part of a larger set of conditions that
promote change. Assessment alone changes little. Its greatest contribution
comes on campuses where the quality of teaching
and learning is visibly valued and worked at.
On such campuses, the push to improve educational
performance is a visible and primary goal of
leadership; improving the quality of undergraduate
education is central to the institution's planning,
budgeting, and personnel decisions. On such campuses,
information about learning outcomes is seen as
an integral part of decision making, and avidly
sought.
Here
is a university that measures reports and is
committed to quality assessment. Check it out
and see if you agree www.washington.edu/oea/asesprin.htm.
Revisit this article
to find the 10 Guidelines for Assessing as if
Learning Matters Most www.aahe.org/bulletin/angelomay99.htm.
- Does learning matter most in your classroom and
on your campus?
- Does your campus culture value learning and make
decisions based on learning outcomes?
Principle #9
Through
assessment, educators meet responsibilities to
students and to the public. There
is a compelling public stake in education. As
educators, we have a responsibility to the publics
that support or depend on us to provide information
about the ways in which our students meet goals
and expectations. But that responsibility goes
beyond the reporting of such information; our
deeper obligation -- to ourselves, our students,
and society -- is to improve. Those to whom educators
are accountable have a corresponding obligation
to support such attempts at improvement.
Here is an interesting
program developed by and for many stakeholders.
Take a look and see what you think www.evergreen.edu/user/washcntr/lcdir.shtm.
- How can you get more stakeholders involved in
the assessment process?
The next step is
to review assessment information that directly
pertains to Business Educators in general and more
specifically those in California Community Colleges.
Let?s look at 5 Assessment Trends for Business
Educators and Computer Information Systems Instructors. Research
of the literature suggests that these 5 trends
are some of the most critical challenges and opportunities
with respect to assessment in business education.
5 Assessment Trends for Business Educators
and Computer Information Systems Instructors
Trend #1
Evaluating,
assessment and reporting of information is important
in the business community. Businesses of all kinds are developing and following
specific standards to produce quality products.
They measure and evaluate their processes using
a set of assessments often carried out as audits. Here
are links to three of the tools businesses use
to measure how they are doing. Check out each
one:
ISO www.iso.ch/iso/en/ISOOnline.openerpage
Baldridge Award www.quality.nist.gov/
Shingo Prize www.shingoprize.org/shingo/index.html
- How do these assessments help keep business focused
on their goals?
- Why would business put so much time, money and
energy in these assessment processes?
- Why is this of interest to business education
instructors?
Trend #2
Certification is a growing assessment tool being used
for information technology workers.
There are well over
350 information technology certifications. According
to a report in Information Technology Association
of America, ? Employers may
list certification as a plus, but it?s usually
not a requirement.? Check out this site for more
information on certification, academic standards
and assessments to enhance learning and develop
IT skills www.edc.org/EWIT/curr.htm.
In
this article find out some of the reasons for
certifications. Certificate Quality in the Knowledge Economy gives
some reasons why employers like the idea of certification
www.nab.com/content/workforcedevelopment/learningandtraining/certificates.htm.
- Are the students you teach required or encouraged
to get certification of skills?
- What is the value of certification?
- How do you keep abreast of the changing certification
requirements?
Trend #3
Authentic and Performance Based Assessments are becoming
mandatory for business education courses. The same theme keeps coming to the forefront in assessment.
- What can the student really do?
- Is the student able to transfer the information
or skill learned in class to a real world setting?
Businesses want
students to demonstrate their skills and abilities,
before they hire a candidate they are conducting
behavioral interviews, evaluating student portfolios
and requiring a battery of pre-employment tests. Read
some more about learning outcomes in the paper
below. If your time is limited read the ?short
answer? section toward the end of the document www.ctt.bc.ca/lo/sowhatsa.html.
For performance
assessments try this ericae.net/pare/getvn.asp?v=5&n=7.
Want to know more
about behavioral interviews? Try this resource content.monster.com/military/articles/behaviorbased/.
This site explains
and provides examples of student portfolios
www.cgc.maricopa.edu/williams/block/assignments/portfolio.html.
- How do you feel about learning outcomes?
- What are you using in your courses?
Trend #4
Rubrics are being used to help construct and measure
assessment information. Rubrics
can guide a student in a self-evaluation process,
be used as a tool for teaching processes and
standards, and they are an easy way to focus
on what it is an instructor wants students to
get from the class. Here is more information
on rubrics edweb.sdsu.edu/webquest/rubrics/weblessons.htm and
school.discovery.com/schrockguide/assess.html.
Want to build a
rubric? Here you can sample some rubrics and get
more information about the variety of rubrics and
how to create them
edweb.sdsu.edu/webquest/rubrics/rubrics.html.
- How can rubrics be useful in designing assessments?
Trend #5
There is a continued necessity for lifelong learning
and assessment for today?s knowledge worker. Gathering
and using skills is not a one-time phenomenon
but an ongoing process that will continue to
follow employees throughout their careers. Want
to keep abreast of changes? What does the knowledge
worker continue to learn and grow in the new
economy?
Higher education is the only business that has a ceremony
for firing its customers. The current model of
learning and training?will have to change to
one that keeps its learners engaged over a long
period of time?.The financial survival of educational
institutions and the growing need for continuous,
lifelong learning demand such a change. Rather
than offer learning that has an end point transform
learning into something continuous?Educational
institutions that survive will move from the
Industrial Age ?event? model to a model that
turns students into members of a network-a network
that keeps them engaged over the course of their
life. Elliott Masie, The MASIE
Center www.masie.com.
Here is the text
from a speech made June 2001 by Alan Greenspan, The
Growing Need for Skills in the 21st Century. What
does Greenspan say about lifelong learning?
www.aacc.nche.edu/headline/062001head1.htm.
Check out this article
on the learning organization
www.inc.com/articles/details/1,,CID1296_REG6,00.html.
- Do you agree or disagree with the quote by Elliott Masie?
- Why or why not?
Summary
The 9 Principles
of Good Practices for Assessing Student Learning
and the 5 Assessment Trends for Business Educators
and Computer Information Systems Instructors can
be summarized as follows:
Principle #1
The
assessment of student learning begins with educational
values.
Principle #2
Assessment
is most effective when it reflects an understanding
of learning as multidimensional, integrated,
and revealed in performance over time.
Principle #3
Assessment
works best when the programs it seeks to improve
have clear, explicitly stated purposes.
Principle #4
Assessment
requires attention to outcomes but also and equally
to the experiences that lead to those outcomes.
Practice #5
Assessment
works best when it is ongoing not episodic.
Principle #6
Assessment
fosters wider improvement when representatives
from across the educational community are involved.
Principle #7
Assessment
makes a difference when it begins with issues
of use and illuminates questions that people
really care about.
Principle #8
Assessment
is most likely to lead to improvement when it
is part of a larger set of conditions that promote
change.
Principle #9
Through
assessment, educators meet responsibilities to
students and to the public.
Trend #1
Evaluating, assessment
and reporting of information is important in the
business community.
Trend #2
Certification is
a growing assessment tool being used for information
technology workers.
Trend #3
Authentic and Performance
Based Assessments are becoming mandatory for business
education courses.
Trend #4
Rubrics are being
used to help construct and measure assessment information.
Trend #5
There is a continued
necessity for lifelong learning and assessment
for today?s knowledge worker.
Confused about any
of the terms in assessment? Here is an on-line
assessment glossary that will help. cresst96.cse.ucla.edu/CRESST/pages/glossary.htm.
Stay on the Journey.
Keep
Asking Where are We Going
and Why?
As we move into
the 21st Century, business educators,
probably more than educators from other curricula
areas, will see profound changes. In order to
keep pace with the rapid changes and serve the
students who depend on you and the direction you
provide, ask yourself the question so aptly put
by Ruth Stiehl, ?What
do my students need to be able to do ?out there?
(in the rest of life) that we are responsible for
in this classroom?? If you keep asking that question
and listening to the answers, you will be well
on your way to doing good assessment!
Technique, methodology, the process you?ll need to
follow?this will come to you. Just make sure
your aim is good, open yourself to the unexpected
and proceed. You don?t have to know how you?re
going to get there, but you must know where you
want to go. Price
Pritchett, The Quantum
Leap Strategy.
Before You Go
Please feel free
to provide us any feedback on this interactive
white paper. Your input is appreciated!
For questions and
comments regarding this interactive white paper,
please contact: Joyce Arntson: JArntson@ivc.cc.ca.us
Evie Einstein: EinsteinE3@aol.com
TNT: ivc-dl2.ivc.cc.ca.us/besac/tnt/index.html
References
The following Websites
have been referenced in this paper, and in the
order as they appear here:
AAHE Assessment
Forum
www.aahe.org/assessment/
AAHE?s 9 Principles of Good Practices for Assessing Student
Learning.
www.aahe.org/principl.htm
Goals of Assessment
www.siue.edu/~deder/assess/cats/tchgoals.html
Blooms Taxonomy for Learning
www.coun.uvic.ca/learn/program/hndouts/bloom.html
Matching Learning Goals to CAT
www.wcer.wisc.edu/nise/CL1/flag/goals/goals.htm
www.wcer.wisc.edu/nise/CL1/flag/cat/cat.htm
www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/ilsweb.html
www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
www.wcer.wisc.edu/nise/CL1/CL/doingcl/pause.htm
cstl.syr.edu/cstl/t-l/cls_asmt.htm
www.ntlf.com/html/lib/bib/assess.htm
www.ctt.bc.ca/lo/Cdmodels.html
www.exit109.com/%7Elearn/perfases.htm
Measuring Learning Outcomes
www.washington.edu/oea/asesprin.htm
www.aahe.org/bulletin/angelomay99.htm
Assessment and
the Business Community
www.iso.ch/iso/en/ISOOnline.openerpage
www.quality.nist.gov/
www.shingoprize.org/shingo/index.html
www.edc.org/EWIT/curr.htm
www.nab.com/content/workforcedevelopment/learningandtraining/certificates.htm
www.ctt.bc.ca/lo/sowhatsa.html
Performance Assessments
and the Business Community
ericae.net/pare/getvn.asp?v=5&n=7
content.monster.com/military/articles/behaviorbased/
edweb.sdsu.edu/webquest/rubrics/weblessons.htm
school.discovery.com/schrockguide/assess.html
edweb.sdsu.edu/webquest/rubrics/rubrics.html
Lifelong Learning
www.masie.com
www.aacc.nche.edu/headline/062001head1.htm
www.inc.com/articles/details/1,,CID1296_REG6,00.html
National Business
Education Association (NBEA)
www.nbea.org/curfbes.html
California Business Education Association (CBEA)
www.cbeaonline.org/
Assessment Glossary
cresst96.cse.ucla.edu/CRESST/pages/glossary.htm
TNT & BESAC
Websites
TNT: ivc-dl2.ivc.cc.ca.us/besac/tnt/index.html
Resources
National Organizations
At the National
Business Education Association (NBEA) site you
will find the National Standards for Business
Education based on a comprehensive model which
includes 12 content areas. These 12 standards areas
include many of the subjects included in the discipline
of business education. These include: accounting,
business law, career development, communications,
computation, economics and personal finance, entrepreneurship,
information systems, international business, interrelationships
of business functions, management, and marketing www.nbea.org/curfbes.html. Check out the achievement standards and the list
of additional resources to help you find assessment
ideas.
The California Business
Education Association (CBEA) represents professionals
involved in education for and about business at
all levels of public and private institutions.
Try out their links and resources www.cbeaonline.org/. What tools and resources are you using to stay updated
about Business Education in general and assessment
more specifically?
The US Department
of Education, a comprehensive education resource
covers access, grants, programs and teaching materials.
Check headlines, studies and research findings www.ed.gov/.
Industry Websites
ASDT: www.astd.org
ASTD is the world's
leading association of workplace learning and performance
professionals, forming a world-class community
of practice. ASTD's 70,000
members come from more than 100 countries and 15,000
organizations.
Blackboard: www.blackboard.com
The Resource Centers
of Blackboard.com allow you to access thousands
of full-text journal articles, augment your course
with robust educational content from hundreds of
publishers, and review discipline specific news,
articles, and tutorials. There is an Academic Resource Center, Instructor Center, Student Center,
Blackboard Communities, Training Center and
a Course Content Center.
Brandon Hall: www.brandon-hall.com
Brandon Hall provides
independent, objective information about using
technology for learning to help you make the right
decisions for your organization. We keep you well-informed
on trends, best practices, tools and vendors.
Centra Software, Inc.: www.centra.com
Centra created of Centra One, an
Internet-based platform for delivering live instructor-led
learning or virtual events.
Cisco System, Inc.: www.cisco.com
Education is
the great equalizer in life. In order to properly
prepare our children for the jobs of the 21st
Century, we need fundamental changes in our education
system. Government leaders, teachers, parents,
and businesses need to embrace accountability
and competition in our schools if we are ever
going to improve the current situation. John Chambers, CEO & President, Cisco Systems,
Inc.
Check out Cisco?s
commitment to education and education in the Internet
economy www.cisco.com/warp/public/779/edu/commitment/edu_internet_economy/
Also explore Cisco
E-Learning www.cisco.com/warp/public/10/wwtraining/elearning/
Generation 21: www.gen21.com
Creators
of the Total Knowledge Management (TKM) system,
a Learning Content Management System (LCMS).
The Masie Center: www.masie.com
The world of
Learning is dramatically changing in 2001. We
are tracking significant increases in learning
that is targeted at customers and the "supply
chain" as well as employee development.
In fact, The MASIE Center believes that in three to four years, there will as
much customer and supplier e-Learning offered
as employee oriented programs. In addition, the
economy is presenting both challenges and opportunities
to organizations developing Learning Strategies. Elliott Masie, The MASIE Center & TechLearn Conferences.
Question Mark Perception: www.questionmark.com/perception/
Creators of the
assessment tool Perception.
The Training Place: www.trainingplace.com
The Training
Place focuses on motivating learners and improving performance.
The Training
Place offers
customized content, learning and content management
technology, consulting services, hosting, and learning
orientations research to deliver personalized e-learning
solutions.
On-Line Learning
Magazines
Books to Augment Your Assessment Learning
Alessi,
S.M. & Trollip S.R.
(2001) Multimedia for Learning, Methods and
Development. 3rd
ed. Boston, MA: Allyn and Bacon Publishers.
Horton, W. (2000)
Designing Web-Based Training - How to Teach Anyone
Anything Anywhere Anytime. New York, NY: John Wiley & Sons.
Kirkpartick, D.L. (1998) Evaluating Training Programs. 2nd ed. San Francisco, CA: Berrett-Koehler Publishers
Worthen, B.R., White, K.R., Fan, X., & Sudweeks, R.R. (1999) Measurement and Assessment in Schools.
2nd ed. New York, NY: Longman Publishers.
