![1. Assessment of asynchronous
discussions: some
considerations
“Online instructors need to take into account assessment as
a process as well as assessment as an outcome.
Assessment as a process requires that online learning
activities facilitate self-assessment, peer-assessment, self-regulatory
mechanisms, and learner autonomy. (…)
Online instructors need to understand assessment
processes and the factors that influence assessment for
learning. The conceptualization of assessment for learning in
asynchronous learning environments shifts the position of
assessment into [one that is] formative, structured and
actively performed by the students and the instructors.”
(Vonderwell, Liang & Alderman, 2007)](https://image.slidesharecdn.com/asynchronoussynchronousfinalactivities-141013051730-conversion-gate01/85/Asynchronous-synchronous-final_activities-2-320.jpg)
Asynchronous synchronous final_activities
- 1. Topic 3: Rounding up 1. Assessment of asynchronous chats 2. Assessment of synchronous chats 3. Activities to end a course
- 2. 1. Assessment of asynchronous discussions: some considerations “Online instructors need to take into account assessment as a process as well as assessment as an outcome. Assessment as a process requires that online learning activities facilitate self-assessment, peer-assessment, self-regulatory mechanisms, and learner autonomy. (…) Online instructors need to understand assessment processes and the factors that influence assessment for learning. The conceptualization of assessment for learning in asynchronous learning environments shifts the position of assessment into [one that is] formative, structured and actively performed by the students and the instructors.” (Vonderwell, Liang & Alderman, 2007)
- 3. Tips for the tutor Develop a matrix or criteria for grading; Share assessment criterion with students State posting requirements (number of posts, length, distribution) Limit time frame with a starting and finishing date Consider qualitative and quantitative aspects of posts Is my feedback written in understandable language? Does my feedback offer a route for the student to improve next time? Does my feedback avoid over-loading the student (i.e. it doesn’t cover every single problem)? Does my feedback motivate?
- 4. What format could the tutor’s feedback take? Audio Video Written Combined methods
- 5. Assessment criteria Quantitative assessment criterion Met the deadline Frequency of posts Regularity of posts spread out during discussion period Has participant made reference to others’ comments.
- 6. Assessment criteria Qualitative assessment criterion (During) Evidence of critical thinking and reflection Evidence of connecting to personal experiences Follows netiquette Relevance of contributions to discussion / topic / project as a whole Evidence of taking the lead in discussions Evidence of “going that extra mile to get the tasks done” Evidence of contributing to resolution of problem Fluency/accuracy of written language
- 7. Assessment criteria Qualitative assessment criterion: End product Level of creativity in end product Clarity of end product Evidence of critical thinking and reflection Evidence of reading around topic Evidence of individual contributions Evidence of connecting to personal experiences Fluency/accuracy of written language
- 8. What can be used to support tutor assessment? Learner-created reflective journals Learners providing a detailed study plan of how and what was done by whom in a project E portfolios – resulting in documentation of the process and the product
- 9. Thoughts on self- and/or peer-assessment Start off with student’s giving ‘quantitative’ feedback to a peer rather than ‘qualitative’ (e.g. “How many times does your partner use a citation to support a point?” rather than “How well does your partner argue their case?”) Move gradually towards training in judgement-based peer feedback, as it involves greater criticality, and diplomacy See it as a long-term learner training, rather than a one-off (which, if you presume they can do it without training, will frustrate the tutor and the student) Keep yourself (the tutor) and the student focused on the long-term goals of self- and peer-assessment: enhanced criticality, greater confidence in expressing criticality, general learner independence
- 10. Some useful links Successful Synchronous and Asynchronous Discussions: Plan, Implement & Evaluate - https://net.educause.edu/ir/library/pdf/MAC0426.pdf Vonderwell, S., Liang, X., & Alderman, K. (2007), ‘Asynchronous discussions and assessment online’, Journal of Research into Technology and Education 39(3) pp. 309- 328. Available online http://files.eric.ed.gov/fulltext/EJ768879.pdf Andresen, M. A. (2009),‘Asynchronous discussion forums: success factors, outcomes, assessments, and limitations’, Educational Technology & Society, 12 (1), pp. 249–257. Available online http://www.ifets.info/journals/12_1/19.pdf
- 11. Assessment of synchronous chats “Any synchronous activity that is central to the course will still need to be framed by the assessment (Gower White Paper, p. 101)
- 12. 1. Consider types of synchronous learning and objective/purpose Chats / instant messaging Socializing group / Brainstorming / impromptu or preparatory discussions Video chats Socializing group / Brainstorming / Q&A sessions / impromptu or preparatory Tutorials (Self-evident) Webinars (expert / tutor input) Is objective self-evident?)
- 13. 2. Objective/purpose behind use of synchronous tool decides type of assessment Chats / instant messaging (more informal) Objective Possible assessment ideas Socializing group Consider no assessment Brainstorming Consider no assessment (could be part of group work) Impromptu or preparatory discussions Later will require pre-chat reading so activity on chat may deserve some form of assessment Reflect on the activity in a more personal way Consider a Critical Incident Questionnaire (Adapt for task/activity)
- 14. 2. Objective/purpose behind use of synchronous tool decides type of assessment Video chats Objective Possible assessment ideas Socializing group Consider no assessment Brainstorming Consider no assessment (could be part of group work) Q&A sessions Activity on chat may deserve some form of assessment Impromptu or preparatory discussions Activity on chat may deserve some form of assessment Reflect on the activity in a more personal way Consider a Critical Incident Questionnaire (Adapt for task/activity)
- 15. 2. Objective/purpose behind use of synchronous tool decides type of assessment Webinars Objective Possible assessment ideas Interact with speaker; demonstrate reflection and critical thinking in relation to content See criterion below in relation to chat feature Develop critical thinking, reflection and post activity discussion Pre- and post- tasks - asynchronous assessment criterion Reflect on the activity in a more personal way Consider a Critical Incident Questionnaire (Adapt for task/activity)
- 16. Considerations for assessment Time zones – are all students available at the same time for synchronous tasks? When providing recorded versions of a synchronous activity ensure that participation in future synchronous activities does not drop (suggest attendance be part of assessment criterion). Provide pre-determined criterion for participation with a view to making assessment clear.
- 17. Possible criterion Attendance Punctuality Turn taking Frequency of comments Remain on topic Comments relevant to topic Comments develop discussion Demonstrate critical thinking Evidence of preparation for task Acknowledge other participants during exchanges Follow netiquette
- 18. Some useful links 144 Tips on Synchronous E-Learning: strategy and research - file:///Users/sandiemourao/Downloads/synchtips-final.pdf Critical Incident Questionnaire https://www.learning.ox.ac.uk/media/global/wwwadminoxacuk/localsit es/oxfordlearninginstitute/documents/supportresources/lecturersteac hingstaff/developmentprogrammes/CriticalIncidentQuestionnaire.pdf Facilitating and assessing chat discourse - http://www2.gsu.edu/~wwwltc/howto/assess-chat.htm
- 19. Some useful links Gower White Paper. ‘Supporting students using synchronous tools; chat, audio conferencing and the rest’ - https://www.ashgate.com/pdf/white_papers/Gower_White_Paper_Ble nded_Learning_Online_Tutoring.pdf Herding chats: Reflections on a synchronous online interaction http://elearnmag.acm.org/featured.cfm?aid=1806337 Successful Synchronous and Asynchronous Discussions: Plan, Implement & Evaluate - https://net.educause.edu/ir/library/pdf/MAC0426.pdf
- 20. 3. Activities to round up and finish a course How do we provide a space for participants to informally share lessons learned, and to say goodbye to the group?
- 21. Justification Opportunity to share group work / final projects Important to reflect / share learning experiences Important to reflect / share personal and professional take-aways Important to provide opportunities for official closure Opportunity to collect feedback Opportunity to encourage post course action
- 22. Activities: Tutor-led Solicit feedback (use online questionnaires / e-journal entries …) Set up an online community for all your learners to meet (past and present)
- 23. Activities: Student-focused Parting gifts – these can be anything. Use any online tools to share the gift (visual, verbal, audio, video, link, photographic …) Say something nice – write a short message to each participant on the course, saying something positive about them (participation in group work; approach to online learning; contribution to discussions etc.) The most important thing I’ve learned – can use forums or notice board / poster tools (eg Glogster, Wallwisher, Corkboard, GroupZap, Educlipper)
- 24. Activities: post-course ideas Document ideas Document something new you’ve learned Share thoughts on the course through a blog / forum post Prepare for career development Add course to your portfolio Update cv/resume Expand your professional network (linkedin; Ecademy; Plaxo; Ziggs)
- 25. Activities: post-course ideas Connect Learning to Past and Future Courses Make conscious connections between learning (connections, similarities, differences) Save favourite links - find/create a central place to keep sites, articles, documents etc. (use Scoop, Delicious, Diigo, Flipboard; Or Roojoom – a paid option) Organize files – decide what to keep or delete; use keywords Make a list of dos and don’ts / what would you do differently? Contribute to course improvement Complete end of course questionnaires Be honest Provide constructive criticism
- 26. Some useful links 8 Alternatives to LinkedIn for All Your Professional Networking Needs http://www.searchenginejournal.com/8-alternatives-linkedin-professional-networking- needs/71263/ Nicky Hockley - Activities for online courses: The End http://www.emoderationskills.com/?p=88 Online College Org. - Create an end of course to do list http://www.onlinecollege.org/2013/04/12/create-an-end-of-course-to-do-list/ “eduClipper” Has Potential To Be An “All In One” Tool For Teachers & Students http://larryferlazzo.edublogs.org/2013/06/03/educlipper-has-potential-to-be-an-all-in- one-tool-for-teachers-students/ Ten Best Practices for Teaching Online: Quick Guide for New Online faculty http://www.designingforlearning.info/services/writing/ecoach/tenbest.html