Not all online courses are created from scratch. Many—if not most—are online versions of courses that have previously been taught face-to-face. In these cases, where an instructor or instructional designer is adapting an existing face-to-face course for online delivery, assessments already exist.
There are two main forms of assessment often used within the online classroom. Both formative and summative assessments evaluate student learning and assist instructors in guiding instructional planning and delivery. While the purpose of a summative assessment is to check for mastery following the instruction, formative assessment focuses on informing teachers in ways to improve student learning during lesson delivery (Gualden, 2010). Each type of assessment has a specific place and role within education, both traditional and online.
If you’re already flipping your courses or just starting to think about it, you have to consider how to assess student learning. Since flipping lessons results in different classroom activities, it takes different assessment approaches to measure the efficacy of these new instructional approaches. Learn how to effectively measure flipped learning in this online seminar led by Barbi Honeycutt, PhD.
Online Seminar • Recorded on Tuesday, August 13th, 2013
Are you looking to try something new in your classroom? You may wish to try QuizShow!
QuizShow was created a few years ago for use at the Industrial College of the Armed Forces, National Defense University in Washington, D.C. It’s a game show-like software program that is both easy and fun to use with your students during class. Best of all, QuizShow is free of charge and has no copyright restrictions.
When you give your grading as much care and attention as you give the rest of your course design components, you will start to see improvements in student performance and experience greater personal satisfaction in teaching. Learn how to make positive changes to your grading strategies and tactics.
video Online Seminar • Recorded on Wednesday, July 25th, 2012
Not so long ago in the blog we explored the weighting of course assignments. The more certain assignments count in the grading scheme, the more time students are likely to devote to them. That makes determining how much each assignments counts an important decision. Since then I’ve come across several reports and some research that suggest we should consider giving students a choice on assignment weightings. For example, if the course contains a number of quizzes and collectively they count for 20% of the grade, a student could decide at the beginning of the course to raise that percentage to 30 with the weight of the major exams decreased by a corresponding amount. Or, say there are three assignments in the course that equal 75% of the grade, the student could designate a weight for each assignment between 15% and 45% but the three must total 75%.
Frequent low-stakes grading assignments and quizzes create a rich learning experience for all students, and give instructors more opportunities to clarify materials or address issues that are inhibiting learning. This seminar demonstrates how this approach can demystify assessment and encourage a constructive learning environment.
audio Online Seminar • Recorded on Wednesday, April 25th, 2012
For me examples are like pictures; worth a 1,000 words. In the previous post I wrote about the need to intervene in the development of student self-assessment skills, leaving the process less to chance and making it more the result of purposeful intervention. At a recent Teaching Professor Workshop, I saw an assignment that illustrates that kind of intervention. It was from a 100-level, Introduction to U.S. Government course, but is adaptable to any course. The assignment has two parts and they are the first and last pieces of work students complete in the course.
In the mid-1990s, college faculty members were introduced to the concept of classroom assessment techniques (CATs) by Angelo and Cross (1993). These formative assessment strategies were learner-centered, teacher-directed ongoing activities that were rooted in good teaching practice. They were designed to provide relatively quick and useful feedback to the faculty member about what students did and did not understand in order to enhance the teaching and learning process.
More and more, assessments are playing a key role in your institution’s accreditation and funding. And more and more, they’re shaping your administration’s decisions about proper allocation of limited resources. This seminar will show you will show how to make sure your assessments are producing valid, meaningful measures of student success.