Problems in Evaluating Learning in MOOs and MUDs
Preliminary Working Models
M. A. Syverson
| Contents |
| Abstract |
| Part 1: The Problem |
| Part 2: Audiences Addressed |
| Part 3: Developmental Models |
| Syverson Home Page |
PART 1. THE PROBLEM
Accountability
It is no longer adequate simply to assert that because students are using computers, they are achieving meaningful academic goals. Increasingly we are responsible for demonstrating that the commitment of resources, staff, and class time produces measurable gains in students' achievement. Although conventional models of large-scale assessment cannot yet address the new forms of learning enabled by computer-enhanced environments, students are often expected to show gains by these measures. The Learning Record system provides another model of assessment based on interviews, samples of students' work, observations, and interpretations of this evidence.In MOOs and MUDs we have the opportunity to provide evidence of student development in literacy in concrete terms. We can capture both observations and samples of student work in ongoing logs of their activity in these environments. If we can select and present this evidence in an appropriate format, we can meet the objective of accounting for some significant gains of students in literacy development, without sacrificing the richness, diversity, and authenticity of the contexts in which it occurs. In order to serve this purpose, however, the evidence must be salient and concise. That is, it should accurately represent students' development without excessive documentation. An entire MOO transcript provided in a portfolio, in other words, will not suffice.
The political and ethical issues surrounding the logging of student activity on classroom-based MOOs and MUDs are not within the scope of this report. We merely note that the capability for logging exists and is in use at the present time. Researchers, teachers, administrators, and policy-makers are urged to consider these issues carefully and discuss them openly with all stakeholders.
