2. Assessment vs. Evaluation
O Assessing student learning
O determining the quality of student work
O Evaluating your course
O determining the worth or effectiveness of
course design or teaching
4. Assessing Students Online
O Considering offering traditional forms of
assessment in Blackboard
O Rote learning
O Simple assessment of mastery
O Replace valuable class time with online
assessments
O Low stakes and frequent
5. Documents Process and
Product
O Instructors are able to monitor learning
before final product is due
O Offer help before final product is due
6. New Forms of Assessments
O Assessments may be offered in new ways
through online or blended teaching
O students can bring in additional resources
on discussion forums
O students “rehearse” a team project online
and then present in the f2f session
O Group work is much easier to document
O the entire process is documented
7. Types of Online Assessments
O Self Assessment: Practice
O Graded Assessment: Pre-test/Post-test
O Course Assessment: Formative
O Course Assessment: Summative
8. Tools for Assessment
O CATS – Classroom Assessment Techniques
O very brief writing assignments
O let’s you know how students think and feel
O complete as soon as a module is done (or
during)
O designed to provide immediate feedback for
both students and instructors
O lets you know if your teaching is accomplishing
what students are supposed to be learning
O provides a clear understanding of students
learning so you can adjust teaching
9. Benefits of CATS
O Less instructor prep time
O Students feel more connected
O Demonstrates instructor’s investment in
students learning
O Students become monitors of their own
learning
10. Examples of CATS
O Muddiest Point
O What has been the muddiest point so far in this
module? That is what remains the least clear to
you?
O One Minute Paper
O What is the one thing you learned in this
module that you did not know when you
started? or What are the 2 (or 3,4,5) most
significant (insert another word such as
surprising) things that you learned during this
module?
11. More CATS
O One Sentence Summary
O Students summarize knowledge of a topic
by constructing a single sentence
answering, “Who does what to whom,
when, where, how and why?”
O Student Generated Test Questions
O Students write test questions and model
answers for specific topics in a format
consistent with course exams.
12. How to Use a CAT
O Explain the purpose to your students
O Build it into your course as part of
instruction and assessment
O Administer CAT online
O Summarize the responses and act on
them
O Award small amounts of credit for
completion
13. Selecting a CAT
O You should first determine the nature of
the material that you wish to assess
O Three broad categories:
O Course Related Knowledge and Skills
O Learner Attitudes, Values, and Self
Awareness
O Learner Reaction to Instruction
14. More Tools for Assessment
O Rubrics
O scoring guides used in assessment
O designed to make instructor expectations
about student performance explicit
O Provides clear, well defined feedback to
students
15. Teaching and Learning
Benefits of Rubrics
O Instructors are able to assess consistently
through objective criteria
O avoids grading “drift”
O Eases workload for instructors
O Knowing instructors expectations
improves student performance
O Motivational tool for student because
performance level is defined
O consider providing students with examples
17. Basic Types of Rubrics
O Analytical rubrics identify and assess
components of a finished product
O Holistic rubrics provide a general
assessment of performance
O Checklists provide a simple list of
expectations
21. Conclusions
O CATS and Rubrics
O provide feedback to the instructor and
students
O reduces instructor workload by providing
solid information
O avoids the high stakes catastrophic
assessment that more often terminated
learning rather than extending it
O encourages instructors and students to
engage in dialogue about the course
Notas do Editor
safeguards data
Self Assessment: PracticeWith self-assessment, students can track their progress to ensure they have mastered the course information. Practice provides the students with the opportunity to master course materials before proceeding to the next level of instruction. For example, online quizzes allow the student to get immediate feedback on their mastery of the content and to continue to the next level. If a student fails to master or understand the information, they can identify difficulties they are experiencing and either ask for help or continue in their practice of the materials.Grade Assessment: Pre-test/Post-testPre and Post tests sever two purposes. First, is to determine the skills or knowledge the students may already possess about the course materials. Second, post-testing serves as a means to measure the improvement in the skills or knowledge the students acquired from the presentation of the course materials.Course Assessment: FormativeFormative assessments are a learner-centered way to informally assess how students are learning throughout the course in order to improve the quality of student learning.Formative assessments are quick, relatively easy, and provide an excellent way to “check in” and receive feedback on learning effectiveness without the stress of formal exams and projects. Formative assessments can include everything from surveys to short hand-written papers.
Less instructor prep time – you don’t have to grade a lengthy assignmentStudents feel more connected – ongoing exchange let’s students know that you have an interest in them doing wellDemonstrates instructor’s investment in students learning – produces an artifact that can be archived and accessed for later studyStudents become monitors of their own learning
Muddiest Point and One Minute Paper – allows for a balanced response from students, may let you know what you need to review or revise, provides immediate feedback as closely as possible to the learning experience, assumes that not everything in the learning module is transparent, let’s students assert the fact that they do not entirely get what is going on in the module
Once Sentence Summary - The purpose is to require students to select only the defining features of an idea. Evaluate the quality of each summary quickly and holistically. Note whether students have identified the essential concepts of the class topic and their interrelationships. Share your observations with your students.Student generated test questions - This will give students the opportunity to evaluate the course topics, reflect on what they understand, and what are good test items. Make a rough tally of the questions your students propose and the topics that they cover. Evaluate the questions and use the goods ones as prompts for discussion. You may also want to revise the questions and use them on the upcoming exam.
Administer CAT online – use a discussion forum, survey or even a web 2.0 toolConsider summarizing and posting the results as an announcement – this can act as feedbackCATS can prompt additional learning and allow for redesign if something is clearly not working
Example of easing workload: read through the discussion forum for norms, craft responses using the rubric, copy and paste into feedback area
Analytical rubrics identify and assess components of a finished product
Holistic rubrics provide a general assessment of performance
