Transcript Document

Summative Assessments are given periodically to determine at a particular
point in time what students know and do not know. It is an accountability
measure that is generally used as part of the grading process.
Summative assessments happen too far down the learning path to provide
information at the classroom level and to make instructional adjustments and
interventions during the learning process.
Formative Assessment is part of the instructional process. When
incorporated into classroom practice, it provides the information needed to
adjust teaching and learning while they are happening.
In this sense, formative assessment informs both teachers and students about
student understanding at a point when timely adjustments can be made.
One distinction is to think of formative assessment as "practice." We do not
hold students accountable in "grade book fashion" for skills and concepts
they have just been introduced to or are learning.
Another distinction that underpins formative assessment is student
involvement.
GERO 200- The Science of Adult Development
Ed Schneider (Dean Emeritus – Davis School of Gerontology), Maria Henke
(Assistant Dean), Greg Misiaszek, Jim Alejandre (Technicians)
Course Format: Outline of Semester
1.
Weekly assignment: Video asks students to integrate previous weeks and it highlights what
is important for this week.
Assessment in our current on-line course format:
3.
4.
5.
6.
Cyber class discussion, weekly, required (15% of grade) Blend of summative and
formative - - > redirect or validate student thinking.
Critical thinking assignments (summative)(20 % of grade) - 2 page papers
10 page paper (summative)(25% of grade) – take real world, personalized experiences and
apply what you have learned to the interpretation.
Midterm and final (40% of grade) to assess cumulative and integrated learning 1:50 minutes
via email – imposed time, open course or closed course.
Formative: Instructor baby sitting – reminder emails to students to organize their time and meet
deadlines, with penalties of being late (summative lesson on life).
Summative: Our current online course structure spreads the wealth in terms of the weight of each
assignment used for assessment, but the assignments come fairly continuously, which
requires time management.
GERO 414 – The Neurobiology of Aging
Blended course design for residential and on-line use
Greg Misiaszek, Jerry Sun, Maria Henke, Matt Gilewski, John Walsh
Learning Styles
Visual - the learner learns best by reading or observing.
These learners need to see the teacher's body language and facial expression to fully
understand the content of a lesson. They tend to prefer sitting at the front of the classroom
to avoid visual obstructions (e.g. people's heads). They may think in pictures and learn best
from visual displays including: diagrams, illustrated text books, overhead transparencies,
videos, flipcharts and hand-outs. During a lecture or classroom discussion, visual learners
often prefer to take detailed notes to absorb the information.
Auditory - the learner learns best by hearing or listening.
They learn best through verbal lectures, discussions, talking things through and listening to
what others have to say. Auditory learners interpret the underlying meanings of speech
through listening to tone of voice, pitch, speed and other nuances. Written information may
have little meaning until it is heard. These learners often benefit from reading text aloud
and using a tape recorder.
Kinesthetic - the learner learns best by doing.
Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the
physical world around them. They may find it hard to sit still for long periods and may
become distracted by their need for activity and exploration.
William Grisham, UCLA – use of quizzes in online education
Pre-test to rank preexisting knowledge before navigating the course
Post-test to rank new acquisition of knowledge and ask does pretest performance predict
post?
•Does your teaching reach underachievers.
•CORE testing programs used by many public school systems to examine grade-level
achievement.
** Instructor option to make it purely formative or include in summative assessment.
SurveyMonkey Likert Scale Survey of Novel Teaching Method
Survey Question
Accessing the website.
Student response
No problems
100%
Some problems
0%
Serious problems
0%
Very fast
78.6%
Fast
21.4%
Slow
0%
T1 line
40%
Cable ISP
6.7%
DSL ISP
53%
Very intuitive
73.3%
Moderately intuitive
20%
Audio/Narrations
Very helpful
25%
Helpful
50%
Could be more
intuitive
6.7%
Didn’t use them
25%
Websites.
Very helpful
56.2%
Somewhat helpful
31.2%
Didn’t use them
12.5%
More info item.
Very helpful
37.5%
Somewhat helpful
37.5%
Didn’t use them
25%
Animations.
Very helpful
87.5%
Somewhat helpful
12.5%
Not Helpful
0%
Connection speed.
Connection type.
Navigation intuitiveness.
Future for course development using this blended approach:
Web-based development via prompted uploading