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1. JOJO L. DELA CRUZZ
Teacher I
March 18, 2022
Scheming Assessment Tools
Suitable in Distance Learning
Modality

2. ◾We will cover:
 Formative vs. summative learning assessment
 The meaning behind “authentic assessment”
 Quality Matters and aligning assessments
 Using technology to enhance our ability to assess
effectively

3. ◾ Accomplishment of learning objectives
◾ Quality of interaction or project work (measured
with rubrics)
◾ Knowledge (measured with tests and exams)
◾ Knowledge application (measured with essay or
advanced-level tests)
◾ Experience with technology
◾ Course
◾ Instructor

4. FORMATIVE
◾ Helps you get a handle on
how the course and/or
students are doing at any
given point
◾ Gives you a chance to
correct something if it’s not
going as planned
SUMMATIVE
◾ Usually done at the end of
a unit or course
◾ Provides a final look at how
things went
◾ Determines whether
students “pass” or have
attained the necessary
skills to move on

5. ◾Unfortunately, human nature is such that we
will typically only do what we have to
◾Only students that are intrinsically motivated
will tend to go beyond
◾Experience and research shows that most
students tend toward extrinsic motivation
and perform best when:
 A grade is involved
 Completion of a major course requirement is
contingent on participation

6. ◾ When students have a chance to reflect on
themselves as learners, they may be more
inclined to grow and achieve more
◾ Try one of these surveys in class or as an
assignment/discussion and see the reaction
 Felder’s Index of Learning Styles:
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
 Biggs’ Study ProcessQuestionnaire:
http://www.johnbiggs.com.au/academic/students-
approaches-to-learning/

8. ◾Assessments in your course should match up
with what students need to know and be able
to do
◾Make sure that the information that you’re
testing students on it directly related to this
◾Nice-to-know information is great, but that’s
all it is
◾Make sure your assessment matches the level
of the objective and is not above or below the
students’ skill level

9. • Evaluation
make judgments based on criteria
• Synthesis
compile information in a new way
• Analysis
break down information into parts
• Application
use information in a new situation
• Comprehension
interpret information
• Knowledge
recall information
Lower Order Thinking Skills
Higher Order Thinking Skills

10. Thinking skill
Action verbs
Student products
http://cstep.csumb.edu/Obj_tutorial/bloomwheel.html

11. ◾Instead of a multiple-choice test of knowledge,
try an essay test, a file response test, a project, or
a paper
◾Instead of a case study, try having students go
out into the field to find their own case
◾Provide a problem without a known solution and
ask students to explore possibilities
◾Ask students to interpret concepts through
presentations or multimedia creation

12. ◾Quizzes and tests
◾Discussion forums
◾Multimedia (text + images, video, etc)
◾Presentation tools
◾Digital video and audio
◾E-books, wikis, blogs

13. ◾ Mobile Exams can be created in Blackboard for use
with the Blackboard Mobile Application.
◾ Question types:
 MultipleChoice
 True/False
 Calculated Numeric
 File Response
 HotSpot
 Fill in Multiple Blanks
 ShortAnswer
◾ Mobile exams are integrated into the grade center,
similar to a web assessment.

14. ◾Creating a MobileAssessment
 Test Link
 TestCanvas
 Quiz Settings/Properties

15. ◾Youcan grade using rubrics right within
BlackBoard
◾Rubrics make your job a little easier when
grading more extensive assessments
◾Video tutorials available:
https://www.pnc.edu/distance/learn-tutorials/