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With the increase in educational offerings of online campuses and classes, finding a versatile assessment method to the 21st century can be a challenge.
Photo: Bigstock
New generations have a more immersive learning experience thanks to new technologies that seek to improve not only learning but also students evaluation.
With that in mind and an online campus, Davenport University has spent the past two years using Blackboard Outcomes Assessment and EAC Visual Data. The first one is a tool with a continuous and systematic evaluation process, which collects the exams and works of the students, and seeks to guarantee that the learning goes hand in hand with the curricular objectives.
On the other hand, EAC Visual Data, thanks to its association with Blackboard, obtains the data of the students of the course and analyzes the performance of the students.
Teachers have the opportunity to take advantage of the information to modify their lessons, their quality, and help students achieve better grades by using technology to collect, evaluate, and analyze student outcomes and assignments.
Blackboard Outcomes Assessment uses the following four sections:
Streamline evidence collection
In the chapters and disciplines of the course in Blackboard Learn the evaluations are collected automatically, facilitating the work to the teachers.
Manage evaluation workflows
Centralized, it administers the labor flows of the evaluators. It also allows evaluators to assign evidence and monitor the results.
Show Achievement
This section shows the success of the performance per student and course to make decisions based on the data to improve learning.
Experts work to ensure success
The platform seeks to maximize efficiency and strategic benefits with a team of experts.
Regarding EAC Visual Data, it serves as a block of information designed to take advantage of and extend the learning analysis of Blackboard Learn. It uses three concepts: detailed statistics of the tests, data of the rubrics through the course, and student learning outcomes.
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This article from Observatory of the Institute for the Future of Education may be shared under the terms of the license CC BY-NC-SA 4.0 
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Karina Fuerte
Karina Fuerte
Karina Fuerte