Chapter 11 ppt eval & testing 4e formatted 01.10 mo checked
- 1. © 2013 Springer Publishing Company, LLC. Chapter 11 Online Testing and Assessment of Learning &Oermann Gaberson Evaluation and Testing in Nursing Education 4th edition
- 2. © 2013 Springer Publishing Company, LLC. Online Education ♦ Online education has developed rapidly – Flexibility allows students to balance academic, employment, family, and personal commitments – Provides access to higher education for students ♦ Many nursing courses and programs are now online 2
- 3. © 2013 Springer Publishing Company, LLC. Online Education Definitions ♦ Distance education: structured two-way participation distinct from traditional classroom setting – May not involve technology ♦ Online education: learning or teaching that takes place via computer network or course management system ♦ Online learning or e-learning: subset of teaching and learning activities offered through webinars, interactive multimedia via internet, video conferencing, simulations, other interactive methods 3
- 4. © 2013 Springer Publishing Company, LLC. Assessment in Online Courses ♦ Does not differ substantially from methods used in face-to-face environment – Should involve multiple methods ♦ Courses and programs offered only online or in hybrid format depend heavily or entirely on technological methods for assessment 4
- 5. © 2013 Springer Publishing Company, LLC. Online Testing ♦ Raises concerns about academic dishonesty ♦ To deter cheating and promote academic integrity, faculty members should incorporate multilayered approach to online testing – Employ low- and high-technology solutions to address this problem 5
- 6. © 2013 Springer Publishing Company, LLC. Low-Technology Solutions ♦ Create atmosphere of academic integrity – Discuss expectations ♦ Develop and communicate clear policies and expectations about cheating on online tests, plagiarism, and other examples of academic dishonesty ♦ Administer tightly timed examination – Deters students from looking up answers to test items 6
- 7. © 2013 Springer Publishing Company, LLC. Low-Technology Solutions (cont’d) ♦ Randomize test items and response options – Disadvantage: sequence of test items may affect student performance and assessment validity ♦ Display one item at a time and do not allow students to review previous items and responses – Appropriate for computerized adaptive testing model – For teacher-made assessments, students should be able to return to previous item if they recall information that would prompt them to change their responses 7
- 8. © 2013 Springer Publishing Company, LLC. Low-Technology Solutions (cont’d) ♦ Use different versions of test for the same group of learners – Alternate forms of a test for the same group of students may produce results that are not comparable – Can lead to inaccurate interpretations of test scores ♦ Develop open-book examinations – Need to allow sufficient time for testing ♦ Administer tests in a timed, synchronous manner – Students’ test results not revealed until all students have finished the examination 8
- 9. © 2013 Springer Publishing Company, LLC. High-Technology Solutions ♦ Browser security programs such as Respondus™ to keep students from searching Internet while taking the exam – Does not prevent students from using second computer or seeking assistance from other people 9
- 10. © 2013 Springer Publishing Company, LLC. High-Technology Solutions (cont’d) ♦ Proctoring – Remote proctoring (web camera, biometric scanner, and microphone) • Specify time period—shorter, more frequent tests • Proctor and student input ID numbers • Require affirmation of confidentiality agreement – Proctored testing centers • On campus • Satellite testing facilities • Students must provide proof of identity 10
- 11. © 2013 Springer Publishing Company, LLC. Course Assignments ♦ Adjust for online learning ♦ Examples – Formative evaluation: analyses of cases and critical thinking vignettes, discussion boards, classroom assessment techniques – Summative evaluation: papers, debates, electronic presentations, portfolios, tests ♦ Students must have clearly defined criteria for assignment and evaluation 11
- 12. © 2013 Springer Publishing Company, LLC. Feedback ♦ Students need more feedback in online learning than in traditional classroom – Give timely feedback about each assignment – Syllabus for online or hybrid course should include information about the timing of feedback from teacher 12
- 13. © 2013 Springer Publishing Company, LLC. Feedback Methods ♦ Electronic feedback on written assignments using Track Changes feature of Microsoft Word (or similar feature of other word processing software) ♦ Insert comments into document ♦ Through email ♦ Orally using vodcasting, Skype, or scheduled phone conferences 13
- 14. © 2013 Springer Publishing Company, LLC. Feedback Methods (cont’d) ♦ Peer review of assignments – With discussion boards, teacher can assign groups or partners to critique each other’s posted responses to questions – With peer feedback, course faculty member should post summarized feedback to student group periodically – Identify gaps in knowledge, correct misinformation, and help students construct new knowledge 14
- 15. © 2013 Springer Publishing Company, LLC. Multidimensional Feedback ♦ Address content of assignment, quality of presentation, grammar, and other technical writing qualities ♦ Provide supportive statements highlighting strengths and areas of improvement ♦ Convey clear, thorough, consistent, equitable, constructive, and professional message 15
- 16. © 2013 Springer Publishing Company, LLC. Scoring Rubric ♦ Enhances assessment reliability among multiple graders ♦ Include clearly defined criteria for assignment and score ♦ Describe behaviors that constitute specific grade ♦ Can also serve as feedback tool 16