Four steps for reconsidering assessments online.

1. Michael M. Grant, PhD Creating Assessments in Online Courses Michael M. Grant 2010

2. Michael M. Grant

3. http://idt.memphis.edu

4. http://viral-notebook.com

5. “What annoys you about bad PowerPoint presentations?” The speaker read the slides to us 62% Text too small 47% Poor colour choice 43% Slides w/ full sentences 39% Slide courtesy of Edward Fidgeon Kavanaghat slideshare.net. Data from David Paradi, Guide to Powerpoint.

6. Assessments in Online Courses How do we build better assessments and assessment tasks?

7. Classifying Assessments Traditional Performance-based Constructed Response Essay Short answer Listing Calculation Selected Response MC T/F Matching Fill in the blank Portfolio Rubric Checklist

8. Classifying Assessments Traditional Performance-based Constructed Response Essay Short answer Listing Calculation Selected Response MC T/F Matching Fill in the blank Portfolio Rubric Checklist Assessment is not necessarily an either-or option.

9. Creating assessments for online courses 4 Steps Determine the levels of difficulty Match your expectations Consider the AREs Consider MRKs

10. Determine levels of difficulty How difficult is the content? At what level do you want students to perform? 1

11. Bloom’s Taxonomy Determine levels of difficulty Higher Order Thinking Skills (HOTS) Lower Order Thinking Skills 1

12. Planning Determine levels of difficulty 1

13. Matchyour expectations Are your assessments (tests, tasks) aligned with your unit/chapter objectives? 2

14. Planning Match your expectations Match between expectations and assessment 2

15. Test/Assessment Blueprint Match your expectations 2 A test blueprint allows you to map out your assessments with your objectives and your different levels of difficulty. This helps make sure you’re focusing on what you want.

16. Writing better multiple choice items Match your expectations 2

17. http://www.viral-notebook.com/wordpress/2009/05/06/increasing-cognitive-load-part-2/

18. Considerthe AREs Moving beyond multiple choice. 3

19. Authenticity Are you using “real world” assessment tasks? Is this assessment reflective of your profession? Does this assessment encourage “habits of mind” appropriate to your discipline? 3

20. Relevance Are your assessment tasks relevant to our students? Will they find purpose with this task? Will it be meaningful?Now?Later? 3

21. Engagement Are your assessment tasks motivating? Will the students surprise you with their efforts? Would you want to do it? 3

22. Consider MRKs Multiple representations of knowledge 4

23. Collaborative concept maps Consider MRKs 4

24. Student concept maps Consider MRKs 4

27. eBook Chapter Consider MRKs 4

28. Guest blog posts Consider MRKs 4

30. Knowledge capture Consider MRKs 4

31. Choices in tools Consider MRKs 4

32. Michael M. Grant, PhD mgrant2@memphis.edu http://viral-notebook.com

33. Michael M. Grant 2010