LITRE Student Learning Tool Kit

© All rights reserved, LITRE, North Carolina State University. Last modified: October 2007

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Suggested Reading

Technology and Student Learning

Kulik, J.A. (2003). Effects of using instructional technology in colleges and universities: what controlled evaluation studies say. Center for Science, Technology, and Economic Development. SRI International: Arlington, VA.

Available online: http://sri.com/policy/csted/reports/sandt/it/Kulik_IT_in_colleges_and_universities.pdf
Kulik conducted a meta-analysis of 46 controlled studies of computer-assisted instruction over the past 10 years and found that student scores were raised by an average standard deviation of 0.4

Measuring Quality: Choosing Among Surveys and Other Assessments of College Quality. Victor M. H. Borden with Jody L. Zak Owens (2001).

Assessing Student Learning

Assessing What Students Learn in Technology-Based Learning Environments, Peggy Maki, ELI Web Seminar, September 15, 2006.
Virtual simulations, role-playing in games, discussion boards, and shared spaces are among the growing kinds of options educators are using to foster student learning. Aside from the efficiency of delivery and students' generally positive response to technology-based instruction, how can we learn about the efficacy of teaching and learning through technology? This Web seminar offers principles of assessing technology-based student learning grounded in questions we ask about pedagogy, curricular design, instructional design, and other educational practices. It begins with a focus on assessment as a process of inquiry into the efficacy of your educational practices through the wide range of technology-based "texts" (for example, actions, decisions, dialogue, collaborative projects, visual representations) that students produce—direct evidence of how they construct meaning. Overall, a well-anchored approach to assessing student learning provides robust results that enable us to identify patterns of student strength and weakness through the various texts they produce. These patterns prompt us to examine and self-reflect on the efficacy of technology-based teaching and learning.


Technology and Learning: Defining What You Want to Assess, Joni E. Spurlin (edited by Diana Oblinger)
This white paper was developed for Educause's Learning Initiative, to give an overview of how to develop appropriate assessment questions, when addressing technology impact on student learning. Asking whether technology improves learning may seem straightforward, but the answer is not simple. The challenge begins with defining assessment and is compounded by the complexities of people, technology, and educational organizations. This paper clarifies technology assessment by exploring the definitions, methods, and realistic expectations it can address.

We welcome your feedback. Please email Geetanjali_Soni@ncsu.edu with your comments, feedback or suggestions for tools to include. We would especially like to hear from you if this resource has been of help to you.