Smith, M., & Salvendy, G. (2007). Human Interface and the Management of Information: Symposium on Human Interface 2007, Held As Part of Hci International 2007. Berlin, Germany: Springer.
The authors focused on how to conduct an assessment on an individual level. When conducting an evaluation as an individual, it is important to have a clear understanding of what the assessment is about. Given that the individual will not have the benefit of sharing the information collected before compiling the final report, it is necessary to use conventional tools such as questionnaires to collect data and statistical analysis tools for the analysis. Using universally accepted tools of analysis makes it easy to trust the content of the report conducted by an individual. The scholars warn against the negative effect of biasness when conducting research as an individual. One of the main advantages of conducting an assessment at an individual level is the ease of making decisions. However, sometimes it can be strenuous, especially if the researcher has to collect data from a large population.
Bernard, A., & Tichkiewitch, S. (2008). Methods and Tools for Effective Knowledge Life-Cycle-Management. Berlin, Germany: Springer.
These scholars focused at the methods and tools that can be used for knowledge management. According to them, conducting an evaluation at an individual level is very common in various settings, especially among academicians. However, the main issue that sometimes affects these individual researchers is the lack of clear ways of managing knowledge. The essence of conducting research is to collect data and make an analysis that would improve on the existing knowledge in a given field. These scholars emphasize the need for the researchers to have an understanding of the already existing knowledge to avoid duplications of knowledge. Duplicating the already existing piece of information adds very little to the body of knowledge in that field.
Camarinha, L., & Afsarmanesh, H. (2008). Methods and Tools for Collaborative Networked Organizations. New York, NY: Springer.
The two scholars focused on the methods and tools that should be used when conducting an assessment at a group level. When conducting an evaluation as a group, one of the most important factors that should be considered is the possible conflict in opinion in regard to the approach that should be used to collect or analyze data. Some may prefer having face-to-face interviews while others may prefer using online surveys to collect data. When it comes to the analysis, some may prefer using qualitative methods while others may prefer quantitative methods. When such conflicting opinions arise, the best way of addressing them is to understand the primary aim and the nature of the study. When the research is focused on a small population and accuracy is of utmost importance, then having a face-to-face interview may be appropriate. However, a large population distributed in a wide geographical area may need the use of online surveys. Researchers conducting an assessment in a group activity must embrace rational reasoning, especially when it comes to making decisions in cases where there are conflicting opinions.
Green, L., Sim, L., & Breiner, H. (2013). Evaluating Obesity Prevention Efforts: A Plan for Measuring Progress. New York, NY: Cengage.
Conducting an assessment in a classroom setting is a common phenomenon in all institutions of learning. Within a classroom setting, there are a number of assessments which may be necessary. The most common assessment in a classroom setting is an exam. The tools used in such a setting are exam questions which are meant to determine how well the learners have grasped the concepts taught in class. The learners will be allowed to sit for the exam, and the assessor will mark the exams to determine their performance. Sometimes classroom assessments may involve the learners assessing themselves. This may be in group discussions or in a setting of the entire class. The learners would post questions to their peers and response would then be obtained. Such groups or classroom discussions may sometimes be moderated by a teacher who will try to assess the maturity of the learners in mastering specific concepts.
Umbreit, J. (2005). Functional Assessment and Intervention in a Regular Classroom Setting for the Disruptive Behavior of a Student with Attention Deficit Hyperactivity Disorder. Behavioral Disorders, 20(4), 267–278.
This scholar focused on the benefits of having different approaches to classroom assessment using different methods and tools. The scholars say that the use of written exams is one of the best methods of classroom assessments that have been used for a long time. However, using this approach as the only way of assessing the ability of the learners is not advisable. The scholar proposes the use of supportive assessments, especially those that may involve practical application of the knowledge learnt in class. When the concept is about effective communication skills for the nurses, an assessment program should be organized where the learners will be expected to interact with people outside their classroom setting in order to assess their practical skills.
Cleave, B., & Payne, C. (2005). Evaluation of Methods for Ecological Inference. Journal of the Royal Statistical Society, 158(1), 55–72.
These two scholars focused on assessments used distant learning environment. Technology has changed the concept of learning because learners and educators no longer have to interact physically for learning to take place. However, new approach of learning comes with a number of challenging, especially when it comes to conducting an assessment. When one is using virtual tools to sit for an exam, it is easy for them to engage in examination malpractices because of the absence of a supervisor in their immediate environment who can ensure that they do not use materials which are not allowed in an examination room. Sometimes the students may even consider soliciting the services of some other people to sit for their exams when they know that they will not be physically supervised. This defeats the very essence of conducting such assessments. The scholars argue that in a virtual learning environment, as is often the case with distance learning, mechanisms should always be put in place to ensure that learners adhere to the set codes of exam practices. They propose the use of advanced video-conferencing as a way of monitoring closely the activities of the examinees during the assessment process. Use of other advanced technologies may also help in ensuring that assessments conducted in a virtual learning environment are credible and free from any malpractices.
Syed, M. (2009). Methods and Applications for Advancing Distance Education Technologies: International Issues and Solutions. Hershey, PA: Information Science Reference.
This scholar focused on how to develop advanced technologies for distant education. Technology is changing the education setting and distance education is increasingly becoming important. The stakeholders in the education sector can no longer ignore the relevance of e-learning. However, this scholar notes that the main challenge that the stakeholders in the education sector still face is how to administer assessments in an online platform. In such settings, it is very easy for the learners to engage in malpractices. The only solution, according to the scholar, is to have advanced distance education technologies that can make it possible for the assessment to be done in a manner that makes it impossible to engage in malpractices. Having technologically advanced system makes it possible for the examiners to monitor the activities of the learner very closely in a virtual environment for the entire time that he or she will be sitting the exam. It is only through the use of advanced tools that online assessments can be considered credible.
References
Bernard, A., & Tichkiewitch, S. (2008). Methods and Tools for Effective Knowledge Life-Cycle-Management. Berlin, Germany: Springer.
Camarinha, L., & Afsarmanesh, H. (2008). Methods and Tools for Collaborative Networked Organizations. New York, NY: Springer.
Cleave, B., & Payne, C. (2005). Evaluation of Methods for Ecological Inference. Journal of the Royal Statistical Society, 158(1), 55–72.
Green, L., Sim, L., & Breiner, H. (2013). Evaluating Obesity Prevention Efforts: A Plan for Measuring Progress. New York, NY: Cengage.
Smith, M., & Salvendy, G. (2007). Human Interface and the Management of Information: Symposium on Human Interface 2007, Held As Part of Hci International 2007. Berlin, Germany: Springer.
Syed, M. (2009). Methods and Applications for Advancing Distance Education Technologies: International Issues and Solutions. Hershey, PA: Information Science Reference.
Umbreit, J. (2005). Functional Assessment and Intervention in a Regular Classroom Setting for the Disruptive Behavior of a Student with Attention Deficit Hyperactivity Disorder. Behavioral Disorders, 20(4), 267–278.