Transcript Classroom Expectations

Assessment Strategies for
Online Courses
NMHEAA 2008 DACC Team
Nina Javaher
Abby Osborne
Dr. Ratna Pankayatselvan
Oscar Quintela
(facilitator)
July 17, 2015
DACC Team
NMHEAA 2008
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Mission Statement
In order to help faculty with assessing student
learning outcomes in online classes, we will
develop and promote assessment strategies.
We will develop guidelines that will help faculty
to use learning management tools efficiently to
assess student learning outcomes.
We will present and promote our assessment
strategies through professional development,
Distance Learning Training and faculty
resources website.
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DACC Team
NMHEAA 2008
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Assessment Strategies
• Rubrics
• Concept Maps
• Student Portfolios
• ConcepTests
• Knowledge surveys
• Exam/Test/Quiz
• Presentations
• Calibrated Peer Review
• Written reports
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NMHEAA 2008
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Rubrics
A rubric is a scoring tool that lists the criteria for
a piece of work, or “what counts” (for example,
purpose, organization, details, voice, and
mechanics are often what count in a piece of
writing); it also articulates gradations of quality
for each criterion, from excellent to poor. The
term defies a dictionary definition, but it seems
to have established itself, so I continue to use it.
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DACC Team
NMHEAA 2008
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Concept Maps
Concept maps offer a method to represent information visually.
Concept maps harness the power of our vision to understand
complex information "at-a-glance." The primary function of the brain
is to interpret incoming information to make meaning. It is easier for
the brain to make meaning when information is presented in visual
formats. This is why a picture is worth a thousand words.
Practical applications in your courses:
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Handy way to take notes during lecture.
Excellent aids to group brainstorming.
Planning your studies and career.
Providing graphics for your presentations and term papers
A way to outline your term papers and presentations.
Refine your creative and critical thinking
http://classes.aces.uiuc.edu/ACES100/Mind/Cmap.html
July 17, 2015
DACC Team
NMHEAA 2008
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Student Portfolios
Portfolios are collections of student work representing a
selection of performance. Portfolios in classrooms today
are derived from the visual and performing arts tradition in
which they serve to showcase artists' accomplishments
and personally favored works. A portfolio may be a folder
containing a student's best pieces and the student's
evaluation of the strengths and weaknesses of the pieces.
It may also contain one or more works-in-progress that
illustrate the creation of a product, such as an essay,
evolving through various stages of conception, drafting,
and revision.
http://www.ed.gov/pubs/OR/ConsumerGuides/classuse.html
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DACC Team
NMHEAA 2008
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Conceptests
ConcepTests are conceptual multiple-choice questions that were
originally designed by Eric Mazur at Harvard University for
students in large physics classes (Mazur, 1997 ; NSF, 1996 ).
They:
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ConcepTest Example Collection
Focus on a single concept
Can't be solved using equations
Have good multiple-choice answers
Are clearly worded
Are of intermediate difficulty
Watch a 2-minute video clip of Eric Mazur using and discussing
ConcepTests http://www.youtube.com/watch?v=lBYrKPoVFwg
http://serc.carleton.edu/introgeo/interactive/conctest.html
July 17, 2015
DACC Team
NMHEAA 2008
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Knowledge Surveys
Knowledge surveys are an approach to assessing 1) student
preparedness and 2) teaching effectiveness. As described by
Nuhfer & Knipp (2003), the surveys consist of numerous questions
which exhaustively itemize the content of a course. When students
take the surveys, they are not asked to provide the information
required by the questions. Rather, they are asked to assess their
own confidence level with respect to each question. Levels of
confidence might include "I could answer this," "I could find the
answer to this in ten minutes," "I could not answer this," and so on.
Research findings indicate that student responses to the surveys
correlate closely to other assessment indicators, such as tests,
that require an actual display of knowledge.
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guideb
k/teachtip/knowlsurvey.htm
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DACC Team
NMHEAA 2008
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Exams/Test/Quiz
• Many teachers dislike preparing and grading exams, and most
students dread taking them. Yet tests are powerful educational
tools that serve at least four functions.
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First, tests help you evaluate students and assess whether they are learning
what you are expecting them to learn.
 Second, well-designed tests serve to motivate and help students structure
their academic efforts. Crooks (1988), McKeachie (1986), and Wergin (1988)
report that students study in ways that reflect how they think they will be
tested.
 Third, tests can help you understand how successfully you are presenting the
material.
 Finally, tests can reinforce learning by providing students with indicators of
what topics or skills they have not yet mastered and should concentrate on.
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip
/quizzes.htm
July 17, 2015
DACC Team
NMHEAA 2008
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Presentations
Presentations are often used to assess student learning
from individual student or group presentations..
http://www.psychometric-success.com/assessment-centers/assessmentcenter-presentation-exercise.htm
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DACC Team
NMHEAA 2008
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Calibrated Peer Review
Calibrated Peer Review (CPR)™ is a Web-based program that
enables frequent writing assignments even in large classes with
limited instructional resources. In fact, CPR can reduce the time
an instructor now spends reading and assessing student
writing.
CPR offers instructors the choice of creating their own writing
assignments or using the rapidly expanding assignment library.
Although CPR stems from a science-based model, CPR has the
exciting feature that it is discipline independent and level
independent.
CPR funding has been generously provided by the National
Science Foundation and by the Howard Hughes Medical
Institute.
http://cpr.molsci.ucla.edu/
July 17, 2015
DACC Team
NMHEAA 2008
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Written Reports
Written reports are a classic assessment used by
faculty. Written reports may be as short as a oneminute paper and as long as a term paper.
 Written Report Scoring Rubrics
 Minute Papers
 Weekly Reports
http://serc.carleton.edu/NAGTWorkshops/assess/writtenreports.html
July 17, 2015
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NMHEAA 2008
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WebCT Tools
• Quizzes/Surveys
• Assignments
• Discussions
• Student Homepages
• Student Presentations
• Self Test
• Chat
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Quizzes/Surveys
Quizzes are texts for which grades are assigned. Grades
and statistics can be released to both you and to students.
Depending upon the type of questions in a quiz, quizzes can
be completely or partially graded by WebCT, marked by an
assigned teaching assistant, or by yourself. Note: WebCT is
unable to automatically grade paragraph questions.
Surveys are anonymous tests for which no grades are
assigned, but which provide you with statistics. Survey
responses are automatically tabulated, and the results are
summarized. Tip: Because the results are anonymous,
surveys are ideal for course evaluations or for canvassing
opinions on an issue discussed in the course.
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NMHEAA 2008
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Assignments
Assignments allows you to create and distribute course
assignments to your students, and download, evaluate, and
assign a grade to the completed work. First, add the
assignment to the course by Adding an Assignment, then
use Assignment Settings to enter the instructions about the
assignment, assign a maximum grade to inform the students
of the assignment's value, and set the time and dates for
which you want the assignment to be available.
You can also attach assignment-related files such as
photographs, a spreadsheet you want the student to modify,
or articles to which you want students to respond. Students
can then view the assignment instructions, submit their
completed work, and view their grade after you have graded
their assignment.
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DACC Team
NMHEAA 2008
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Discussions
Discussions allows you and your students and teaching assistants
to engage in online discussions. Discussions is divided into
different topic areas which allow you to create discussion forums
around particular subjects. Topics can be public or private.
Everyone in your course can access public topics, while private
topics are available only to the set of students and teaching
assistants that you choose.
With Discussions, you can:
• send and read messages
• search messages
• compile and download messages
• create, delete, or rename a topic
• add members to a private topic
• lock a topic, making it unavailable
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DACC Team
NMHEAA 2008
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Student Homepages
Student Homepages gives students the tools they
need to create a personal web page, which
contains information about themselves, the
projects they are working on, and links to their
favorite web sites. As a designer, you can view
and edit a student's homepage.
July 17, 2015
DACC Team
NMHEAA 2008
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Student Presentations
Student Presentations allows you to create groups of students within a class
and assign them a project that they assemble in their own area of your
WebCT course. The groups create their presentation in HTML as linked web
pages. You and other students in the course can view the completed project.
Projects could be collaborative writing assignments, research proposals, or
multimedia Web presentations on particular course topics. You can also
assign students to individual student presentations.
Student Presentations allows you to:
• create groups manually.
• generate groups at random, using the Group Generator.
• edit groups after you have created them.
• create a group discussion area.
• make presentations available to the entire class, the instructor and groups.
• specify when presentations are available.
• send mail to each group of students using Mail.
• view students' completed work.
July 17, 2015
DACC Team
NMHEAA 2008
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Self Test
Self Test allows you to create a test consisting of multiplechoice questions that students can use to test their
knowledge. No grades are assigned or recorded. Instead,
when a student answers a question in a self test, they are
informed immediately whether the answer is correct. You
can also provide feedback on the answer.
You can create a general self test for the course or a self
test for a specific content page in the Content Module.
Students can access the self test for the course from the
Course Menu, and they can access the self test for a
content page from the Action Menu.
July 17, 2015
DACC Team
NMHEAA 2008
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