Role of LMS Assessment Tools

Abstract

To address the crisis of low retention and graduation rates at two-year colleges, public policy has focused on accountability and evidence of achievement based on outcomes. Further, online learning environments and their tools have caused a major paradigm shift in the policies, practices and learning processes of higher education. However, research on the use of technology for educational purpose and the use of the LMS tools for learning outcomes is still limited. This mixed-methods action research study (MMAR) explored the use of LMS assessment tools among faculty teaching English Composition at a community college. The aim was to increase their use for informed decision-making on student outcomes through faculty-led workshops. Based on the findings, the V-FLC was able to develop a plan for further and sustained use of the tools and make recommendations to the division for wide-scale adoption and use. This study’s findings also contribute to the existing literature addressing faculty needs and the role of grass root leadership in LMS tool use to inform assessment practices.