Assessing learning effectiveness in online learning environments is a topic of frequent discussion for online institutions. This paper discusses the assessment and evaluation mechanism utilized for an online graduate program in information security. It also highlights the need for information security programs and describes a unique competency based learning model utilized by Western Governors University.
In traditional higher-education institutions, degree programs usually require a fixed number of "credits" or "units". The definition of a unit or credit is closely correlated to the number of seat hours a student must spend in class along with outside preparation and studying. Therefore a traditional bachelor's degree program that requires 120 credit hours would require that all students spend an equal amount of time in class and in most instances take the same sequence of courses.
However, a college degree in a certain discipline is nothing more than a document that serves as proof of instruction and competence in a specified area. Thus, if the purpose of a college degree is to demonstrate student competence in a subject area, the focus should not be placed on instruction time, seat time, or credit hours, but instead on the competence of the student. Competency based education serves that purpose. Students should not be required to learn what they already know, but required to prove that they do in fact hold competence in a given area. It is important to note that a competency based educational model is not one that simply gives credit for life experience. This has been a major point of contention with many known "diploma mills" that ask the student to write a simple life story and are granted a degree as fast as their check clears.
In a competency based program, students demonstrate competency through various methods. For example, students can be asked to complete realistic scenarios, analyze and interpret case studies and produce other hard deliverables which serve as proof of student mastery in a given area.
Proper evaluation and assessment of student competence is at the heart of competency based education which is used by Western Governors University (WGU). As such this paper will closely look at assessment and evaluation mechanisms used in the Master of Science Information Security and Assurance (MSISA) program at WGU. The MSISA program at WGU utilizes five different assessment and evaluation mechanisms to ensure student competence: performance assessments, objective assessments, certification assessments, capstone project, and an oral defense.
Performance assessments can consists of a variety of project such as essays, research papers, case study analyses and other similar demonstrations. Successfully passing a performance assessment provides a validation mechanism that a student can in fact perform the duties, skills, tasks or procedures for a given competency area. Students submit performance tasks to an online project management and grading system known as TaskStream. Here qualified adjunct faculty grade, evaluate and provide feedback to students. Students who do not successfully complete a task on their first attempt are given detailed feedback and necessary support to revise their task for future resubmission.
Objective assessments are typically exams that are used to assess a student's competence in a given area. They can be comprised of multiple choice, multiple selection, matching and other types of simulation questions.
The MSISA program utilizes six (6) different certification assessments as part of the program. A certification assessment is an industry recognized exam that typically leads to professional certification upon successfully passing the examination. The six certification assessments that are used in the program are:
-Cisco Certified Network Associate (CCNA®)
-Cisco Certified Entry Network Technician (CCENT)
-EC-Council Disaster Recovery Professional Exam (312-76)
-EC-Council Ethical Hacking and Countermeasures (EC0-350)
-EC-Council Computer Hacking Forensic Investigator (EC0-349)
-GIAC G2700 (Standards and Policies)
As part of the degree program MSISA candidates will complete a capstone project. The capstone project is composed of two sections. The first section requires the student to develop a practical solution to an issue or problem within the field of information security. The second part of the capstone provides a written capstone report which summarizes the purpose and importance of the project endeavor.
The final component is an oral defense of the capstone project. The oral defense is conducted by the capstone chair along with other invited university faculty. The purpose of the oral defense is to serve as a final form of validating the student's competence gained through completion of the MSISA program. The student first presents the project to faculty and then faculty follow up with additional questions on the topic.
These various assessment mechanisms provide several levels of authentication and validation of student competence. This is reiterated by the inclusion of industry standard certifications into the MSISA program. Industry standard certifications also promote employer acceptance of the students training and degree program. While the program is structured into a series of courses, students can accelerate through portions of the course in which they can prove existing competence.
