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ERIC Number: ED553310
Record Type: Non-Journal
Publication Date: 2013
Pages: 258
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-5392-4
Use of Online Assessment Tools by Instructional Designers-by-Assignment: Necessary Features and Functionalities
Halloran, Jo-Ann
ProQuest LLC, Ph.D. Dissertation, Capella University
Government entities set criteria for institutions that have teacher educator programs to use online assessment tools to show continuous ongoing evaluation, and use data from the tools to guide the improvement of courses. The purpose of this qualitative, multi-case study was to discover how Instructional Designers-by-Assignment (IDBA) are using online assessment tools to evaluate and assess instruction and how the data obtained from the tools informs the redesign of instruction and what features and functionalities they perceived to be necessary in the tool. The research study was qualitative using a multi-site case study approach for tool use research and consisted of in-depth interviews, an e-questionnaire, expert reviews, and field notes. The 11 participants had a variety of primary job functions and were identified as IDBA because they were not dedicated instructional designers, but those in the role of the instructional designer evaluator specialist. When selecting tools, institutions need to ensure that the online assessment tool will measure student-learning outcomes to assist with continuous improvement initiatives. A six-step framework for considerations necessary for selection of an online assessment tool was derived from the analysis of the data from the interviews with the IDBA. Necessary features and functionalities recommended by IDBA were also outlined. Recommendations for further research include a replication of the study incorporating IDBA from other areas of discipline that could help with transferability of the findings to those disciplines. The findings indicated the IDBA in this case were tasked with the data collection and dispersing the information to faculty who were modifying instruction. Further research is recommended with faculty as the participants since they are doing the actual redesign. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A