The use of educational technology for assessments and evaluations can be an advantage, especially when measuring students learning. These assessments and evaluations are becoming more common as instructors seek out advanced educational tools that can help them in the process. It is vital to identify that instructional design and technology should be integrated together in a successful way in order to perform the assessments and evaluations. With the help of implementing e-Learning and other various technologies; it is becoming simpler to accepting that each student has their own learning style. Already available are technology and learning models that are already supplied with these functions which will document the students monitoring and progression. In this present day, technology provides both instructors and students with various possibilities for inventive educational assessment through newer assessment undertakings and possible influential scoring, publication and real-time feedback devices (Scalise, K., 2006).

It is vital to take notice that computer based assessments and evaluations are more precise in determining the capability of what a student can accomplish and evaluating their progression. Assessments can provide effective tasks in which the students can exhibit their comprehension, knowledge and skills (Reiser, R. and Dempsey, J., 2012). These assessments were also created to give real-time effective feedback to the instructor and the student. Educational technology designers involve technology to make various effective assessment and evaluation strategies easier to use. Hey involve technology in assessing students learning by utilizing various assessment methods and they help instructors in utilizing technology to advance instruction and learning through assessment and evaluation of data and fabrications.

Evaluations are often separated into two categories: summative and formative. A summative assessment is a strategy of deciding if a program is going to be successful at the end of the program activity. The aim is on the outcomes. In this type of assessment, there are various methods of collecting data such as surveys, questionnaires, observations, interviews and testing. The methodology or model used to collect the data should be a particular step-by-step system. It should be attentively created and executed in making sure that the data is valid and accurate (Clark, D., 2013). A formative assessment is a technique for deciding if a program is going to be successful with the program activities are being developed. This part of the evaluation aims in on that process and allows the instructional creators, instructors and learners to observe if instructional objectives and gals are successfully being met. The main idea is to stop weaknesses so that the correct learning interventions can occur that will allow the learner to be proficient in their knowledge and skills (Clark, D., 2013).

With evaluations, successful technology tools in education can help decide the needs, skills and interests of all students. They can also help in assessing a student’s comprehension of programs content and collecting information to help them in mid-term program adjustments. And through this, an instructor can provide real-time feedback about organization and course content. Some of these technology tools are interactive online quizzes, surveys and questionnaires in which you can utilize to get feedback from your students. Some technology tools can aid in the creation of web-based, threaded discussion boards for students to discuss assignments, compare notes and collaborate with one another online (University of Washington, 2013).

In regards to learning theories, there are idealist presumptions that effect formative assessments. Knowledge is not discovered but constructed by the learner, learning is a communal process of debated significance; the role of an instructor is to provide a platform for students learning and learners need to participate in demonstrating tasks, methods and goals of instruction (Clark, D., 2013).

References

Clark, D. (2013). Types of evaluations in instructional design; knowledge jump. Retrieved from: http://www.nwlink.com/-donclark/hrd/isd/types_of_evaluations.html

Reiser, R. and Dempsey, J. (2012). Trends and issues in instructional design and technology. (3rd Ed.). Boston, MA: Pearson.

Scalise, K. (2006). Computer-based assessment in e-learning: A framework for constructing "intermediate constraint" questions and tasks for technology platforms. The Journal of Technology, Learning, and Assessment.

University of Washington (2013). Facilitate Evaluation; Learning with Scholarly Technologies. Retrieved on December 19, 2013 from http://www.washington.edu/lst/help/teaching_guides/evaluation