Thinking Critically about Assessing Online Learning

By Daniel C. Johnson.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Despite the proliferation of technology designed to increase efficiency and connectivity, students’ understanding and comprehension of course content often lags behind the latest advances in e-learning. Critical thinking in the form of higher-order processes provides one way to improve the grasp students have on course content and related knowledge. In this session, the gap between assessment and learning is explored from a theoretical perspective in terms of Bloom’s “Cognitive Taxonomy” and other paradigms. Because “the test” frequently drives the curriculum, assessment of online learning is the focus of critical thinking in this session. Discussion topics include: reasons for assessment, formative vs. summative assessments, testing vs. measuring vs. assessing, and the practicality of assessments in online learning. With a focus on learning outcomes, this session explores curricular connections by thinking critically about content knowledge and assessment strategies. By shifting the focus from technology to thinking, the advantages of making meaningful connections are investigated in terms of innovative assessments. The theoretical basis for this session will include constructivism and reflective thinking as applied to an online learning environment. Participants are encouraged to apply critical thinking assessments to their own content areas.

Keywords: Critical Thinking, Assessment, Online Learning

The International Journal of Learning, Volume 14, Issue 12, pp.125-130. Article: Print (Spiral Bound). Article: Electronic (PDF File; 487.276KB).

Dr. Daniel C. Johnson

Assistant Professor and Assistant Chair, Department of Music, University of North Carolina Wilmington, Wilmington, NC, USA

Assistant Professor Daniel C. Johnson, Ph.D., is the Assistant Chair of the Music Department at the University of North Carolina-Wilmington. He teaches applied tuba and euphonium studies as well as courses in music education, music technology, and the Honors Scholars Program. Johnson is a certified Orff-Schulwerk instructor and multi-instrumentalist with over dozen years of teaching experience. Dr. Johnson has performed as principal tubist with the Wilmington Symphony Orchestra, the Long Bay Symphony, and the UNCW Faculty Brass Quintet. He also performs and directs the UNCW Early Music Consort. A frequent presenter at regional, national, and international conferences, Johnson has published articles in: The Bulletin of the Council for Research in Music Education, Contributions to Music Education, The International Journal of the Humanities, The International Tuba and Euphonium Association Journal, The Kindermusik Educators Journal, The Australian Band and Orchestra Directors Association Journal, The Queensland Kodály News, and on-line at The second edition of his textbook, Musical Explorations: Fundamentals Through Experience, is published by Kendall-Hunt.


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