Instructional Assessment Resources
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http://www.utexas.edu/academic/diia/assessment/iar
Step 1: Describing the Instructional Technology and Context
Descriptions convey the purpose of the instructional technology being assessed and set the frame of
reference for all subsequent decisions. Items to include in a description are:
• A Statement of Need that describes the purpose for assessing the instructional technology.
• The Expected Effects of instruction that convey what the instructional technology is supposed
to accomplish to be considered successful
• Instructional Activities including the specific steps, strategies, or actions and their appropriate
sequence
• Resources Available to implement the instructional technology including time, human skills and
knowledge, other technology, data, money, and other assets
• Instructional Context includes the instructional setting and environment (e.g., student
demographics, social milieu, fiscal conditions, and organizational relationships) within which the
instructional technology is implemented.
• Identify the Potential Users of the technology and describe their characteristics such as age,
education level, and assumed experience with technology to name a few.
Use Worksheet G (below) to document the teaching context.
• Record technology, context, and potential user characteristics to help you identify the purpose of
your assessment, and to formulate central questions.
Adapted from the following source:
North Carolina State University, University Planning & Analysis. Assessing the Impact of Technology-Rich Spaces
on Student Learning: Frequently Asked Questions. http://www2.acs.ncsu.edu/UPA/assmt/litre/faqs.htm
Retrieved September 19, 2006.
Worksheet G: Describe the Instructional Technology and the Learning Context
Instructional Technology Characteristics
Technology name: Webcasting
Function of the technology: Provide Streaming Video over Internet
How the technology is used:
• When (e.g., before/during/after class session, flexible, etc.)
Throughout the spring 2005 semester
•
Where (e.g., in-class, out-of-class, regular classroom, computer labs, etc.)
•
Who (e.g., students as individuals, small groups, whole class, instructor, etc.)
•
How many people?
•
How is it used? (e.g., to show a simulation in class, as a resource for homework, for review, etc.)
Anywhere where the Internet access is available
Students as individuals, only those who are enrolled in the three webcast courses in Geology
About 600 students in the three courses
The course lecture webcasts are made available on the Internet. Students are recommended to use it as
review resource rather than replacements for class attendance.
The objectives to be achieved with the use of technology (e.g., facilitating discussion, facilitate
students’ understanding of the material):
Providing students with additional study resource for review to facilitate students’ deeper understanding of the
materials
Learning Context Characteristics
Program/course name: Introduction to Geology, Age of Dinosaurs, and Living with a Planet
Number of program participants/students in the course:
150, 180, and 250 respectively
Number of service locations: Multimedia lecture hall in the Geology building
Program/course description: All three courses are introductory geology courses open to any students on
campus. Students typically take these courses to fill the area requirement and a university requirement. All
courses are known for quality lecturers.
Program/course goals: To facilitate students to obtain fundamental knowledge in the subject area
Program resources available: Face-to-face lectures, office hours, lecture notes/lecture summaries posted
online
Service Recipient (User) Characteristics
Sex: both
Age: mainly 18 to 22
Other (e.g., familiarity to and willingness to use the technology, academic background, etc.)
•
•
Familiar with basic computer operations necessary to view webcasts
Comes from all different majors
Student Learning Outcome Goal
What will the participants/students be able to know (cognitive), do (skills), or think (attitudes) with
technology?
•Reduce learning anxiety
•Improve learning of the covered materials
Division of Instructional Innovation and Assessment . www.utexas.edu/academic/diia