Date of Award
8-2017
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
School of Computing
Committee Member
Dr. Jacob Sorber, Committee Chair
Committee Member
Dr. Kelly Caine
Committee Member
Dr. Bart Knijnenburg
Abstract
Novel technologies and teaching methods are being integrated into post-secondary classrooms at unprecedented rates. Educators must be certain implemented changes provide equitable alternatives to traditional pedagogical practices, before migrating to modern paradigms. However, changes in classroom practices each introduce unique psychological influences into the classroom, which may influence traditional metrics of pedagogical success. Evaluation methods for assessing classroom changes should evolve with pedagogy, to accurately measure its effects. In this paper, we share our experience exploring the equity of replacing traditional paper-and-pencil testing with digital examinations, to demonstrate the complexity of modern educational assessment. We observed a variety of variables, many of which often go unmeasured in pedagogical evaluations, influenced our metrics of success, and altered our initial conclusions. Further, our analysis suggests classroom changes may influence demographic groups differently, and these effects may be hidden, if success is only measured within the aggregate student body. Evaluations that do not explicitly consider and identify these effects may not be able to observe them. Our experience indicates that evaluations that do not account for demographics are incomplete, at best. More importantly, our results suggest these evaluations may draw, and support, invalid conclusions. By describing the difficulties we encountered in evaluating the equity of digital examinations, we invite educators and education researchers to move beyond simplistic evaluations, consider the underlying factors influencing traditional metrics of success, and adopt a more nuanced view of pedagogical evaluation practices.
Recommended Citation
Storer, Kevin M., "Nuanced Views of Pedagogical Evaluation" (2017). All Theses. 2758.
https://open.clemson.edu/all_theses/2758