Assessing our students 2 ppt
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This document discusses assessment and measurement of learner progress. It introduces Quality Matters, which provides quality standards for online course design, including a rubric. General Standard 3 of the rubric focuses on assessment and measurement. It states that assessments should measure learning objectives, have a clear grading policy, use descriptive rubrics, include varied assessment types suited to assignments, and provide opportunities for learner self-evaluation. The document provides examples of assessment strategies and ways to design effective assessments in online courses.
Assessing our students 2 ppt
- 2. “Teaching without learning is just talking.”
- 3. “Teaching without learning is just talking.”
- 4. “I’d really enjoy teaching if it wasn’t for grading.”
- 7. What do you want your students to learn?
- 9. How do you know your students have learned?
- 11. How do you evaluate your students?
- 14. What is Quality Matters? A set of quality standards for online course design A faculty-centered peer review process for online courses
- 15. What is Quality Matters? A tool used by instructional design staff their work with faculty A professional development opportunity for both faculty and staff
- 16. Faculty-driven Peer Reviewed Review Process that is
- 19. Rubric Standards Course Overview and Introduction Learning Objectives Assessment and Measurement Instructional Materials Learner Interaction and Engagement Course Technology Learner Support Accessibility
- 20. Rubric Standards Course Overview and Introduction Learning Objectives Assessment and Measurement Instructional Materials Learner Interaction and Engagement Course Technology Learner Support Accessibility
- 21. General Standard 3 Assessment and Measurement “Assessments are integral to the learning process and are designed to evaluate learner progress in achieving the stated learning objectives or mastering the competencies.”
- 22. General Standard 3 Assessment and Measurement
- 23. The assessments measure the stated learning objectives or competencies. The course grading policy is stated clearly. Specific and descriptive criteria are provided for the evaluation of learners’ work and are tied to the course grading policy. The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed. The course provides learners with multiple opportunities to track their learning progress. General Standard 3
- 24. General Standard 3 Assessment and Measurement
- 25. General Standard 3 The Key: “Critical course components reinforcer one another” The assessments measure the stated learning objectives or competencies. Alignment
- 26. General Standard 3 The Key: with your activities? The assessments measure the stated learning objectives or competencies. Alignment Do your assignments line up with your objectives? with your modules?
- 27. General Standard 3 “Course assessments are consistent with the course and module learning objectives or competencies.” The assessments measure the stated learning objectives or competencies. “From types of assessments chosen, it is clear that learners can successfully complete the assessments if they have met the unit’s learning objectives.”
- 28. General Standard 3 The assessments measure the stated learning objectives or competencies.
- 29. General Standard 3 What are your objectives? The assessments measure the stated learning objectives or competencies. To know if you have arrived, you need to know where you’re going.
- 30. Creating Course Objectives Should we add our module objectives? Do we even have module objectives? We have course objectives
- 31. Creating Course Objectives Standard 2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives All learning objectives are stated clearly and written from the student’s perspective Instructions to students on how to meet the learning objectives are adequate and stated clearly.
- 32. Creating Course Objectives Create a Stem Add a Verb Determine the Outcome After completing the lesson, the student will be able to . . . After this unit, the student will have . . . By completing the activities, the student will . . . At the conclusion of the course/unit/study the student will . . re-tell in his/her own words _____. summarize the plot of _____. identify states of matter . . . create a timeline of events . . . identify the causes and effects of . . . create Venn Diagrams which compare and contrast . . . recall information about the reading . . . After this unit, the student will be able to create a timeline of events leading up to the Civil War.
- 33. General Standard 3 The course grading policy is stated clearly. “A clear, written statement fully explains how the course grades are calculated.” “The relationship(s) between points, percentages, weights, and letter grades are explained.” “The instructor’s policy on late submissions is clearly stated.”
- 34. General Standard 3 The course grading policy is stated clearly. Where can you post your grading policy? Syllabus Introduction letter Modules Quiz Discussion Announcement
- 35. General Standard 3 The Key: Specific and descriptive criteria are provided for the evaluation of learners’ work and are tied to the course grading policy. Rubrics
- 36. General Standard 3 Heidi Andrade “A document that articulates the expectations for an assignment by listing the criteria, or what counts, and describing levels of quality from excellent to poor.”
- 40. General Standard 3 Let’s not be this guy Let’s create a Rubric
- 41. General Standard 3 Goal 1 Goal 2 Goal 3 Goal 4 Level 1 Level 2 Level 3
- 42. General Standard 3 Followed format: 5 Missed 2 aspects: 3 No relation to format: 0 Used 5 sources: 5 Used 3-4 sources: 3 Used 0-2 sources: 0 No mistakes: 5 1-5 mistakes: 3 6 or more mistakes: 0 Format Sources Grammar Stapled Hot Medium Cold Used staples: 2 Not use staples: 0
- 43. General Standard 3 My Rubric For Discussions
- 44. General Standard 3 The Key: The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed. Variety that works with online learning
- 45. General Standard 3 Are Traditional Tests The Best Evaluative Methods? The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed.
- 46. General Standard 3 The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed. “Multiple assessment strategies are used in both the online and face-to-face settings, including alternative assessments that require learners to apply what they learn and to think critically.”
- 47. General Standard 3 The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed. http://cft.vanderbilt.edu/guides-sub-pages/writing- good-multiple-choice-test-questions/ Vanderbilt University Center for Teaching Writing a Multiple Choice Test
- 48. General Standard 3 The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed. Writing a Multiple Choice Test A multiple choice item consists of a problem, known as the stem, and a list of suggested solutions, known as alternatives. The alternatives consist of one correct or best alternative, which is the answer, and incorrect or inferior alternatives, known as distractors.
- 49. General Standard 3 The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed. The stem should be meaningful by itself and should present a definite problem. A stem that presents a definite problem allows a focus on the learning outcome. Writing a Multiple Choice Test
- 51. The assessment instruments selected are sequenced, varied, and appropriate to the learner work being assessed. General Standard 3 “In traditional assessments, such as those that use multiple choice, true-false, or matching, learners are asked to select a response from different options, and tests often are self-scoring.”
- 52. The assessment instruments selected are sequenced, varied, and appropriate to the learner work being assessed. General Standard 3 “In alternative assessments, also commonly called performance or authentic assessments, learners are asked to develop an answer in response to a prompt or stimulus, which is graded by the instructor. Such assessments may include interviews, journals, portfolios, observations, demonstrations, performance tasks, and exhibits.”
- 53. The assessment instruments selected are sequenced, varied, and appropriate to the learner work being assessed. General Standard 3 “Assessments are varied in order to provide multiple ways for learners to demonstrate mastery, and to accommodate diverse learners.”
- 54. The assessment instruments selected are sequenced, varied, and appropriate to the learner work being assessed. General Standard 3 “The assessments are sequenced so as to promote the learning process and to build on previously mastered knowledge and skills gained in this course and prerequisite courses. Assessments are paced to give learners adequate time to achieve mastery and complete the work in a thoughtful manner.” Scaffolding
- 55. Using Online Technologies Beyond Traditional Tests What do You Use to Evaluate Your Learners? What have you ever thought of trying?
- 56. Using Online Technologies Beyond Traditional Tests Discussions: more than Participation Peer to Peer Evaluation Journaling Individual Projects Group Projects Sharing Homework with peers vs. just the instructor
- 57. Using Online Technologies Beyond Traditional Tests CATS in tests and quizzes ?? Feedback from testing Creating content like videos/powerpoints Moderating their own discussion
- 58. The course provides learners with multiple opportunities to track their own learning progress. General Standard 3 “Learning is more effective if learners receive frequent, substantive, and timely feedback. The feedback may come from the instructor directly, from assignments and assessments that have feedback built into them, or even from other learners.”
- 59. The course provides learners with multiple opportunities to track their own learning progress. General Standard 3 “Look for examples of self-check quizzes and activities, as well as other types of practice opportunities that provide timely feedback. Such assignments may be voluntary and/or allow multiple attempts.”
- 60. The assessments measure the stated learning objectives or competencies. The course grading policy is stated clearly. Specific and descriptive criteria are provided for the evaluation of learners’ work and are tied to the course grading policy. The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed. The course provides learners with multiple opportunities to track their learning progress. General Standard 3
- 61. Thank you Now Go Forth and Assess