assessment evaluationblendedteaching
DESCRIPTION
TRANSCRIPT
![Page 1: Assessment evaluationblendedteaching](https://reader035.vdocument.in/reader035/viewer/2022070303/5492a5d5b479591b218b45c6/html5/thumbnails/1.jpg)
Assessment and Evaluation in
Blended TeachingSummer Teaching Innovations
AcademyJune 6, 2012
![Page 2: Assessment evaluationblendedteaching](https://reader035.vdocument.in/reader035/viewer/2022070303/5492a5d5b479591b218b45c6/html5/thumbnails/2.jpg)
Assessment vs. Evaluation
O Assessing student learningO determining the quality of student
work
O Evaluating your courseO determining the worth or
effectiveness of course design or teaching
![Page 3: Assessment evaluationblendedteaching](https://reader035.vdocument.in/reader035/viewer/2022070303/5492a5d5b479591b218b45c6/html5/thumbnails/3.jpg)
How do you Assess Students?
![Page 4: Assessment evaluationblendedteaching](https://reader035.vdocument.in/reader035/viewer/2022070303/5492a5d5b479591b218b45c6/html5/thumbnails/4.jpg)
Assessing Students Online
O Considering offering traditional forms of assessment in BlackboardO Rote learningO Simple assessment of masteryO Replace valuable class time with
online assessmentsO Low stakes and frequent
![Page 5: Assessment evaluationblendedteaching](https://reader035.vdocument.in/reader035/viewer/2022070303/5492a5d5b479591b218b45c6/html5/thumbnails/5.jpg)
Documents Process and Product
O Instructors are able to monitor learning before final product is due
O Offer help before final product is due
![Page 6: Assessment evaluationblendedteaching](https://reader035.vdocument.in/reader035/viewer/2022070303/5492a5d5b479591b218b45c6/html5/thumbnails/6.jpg)
New Forms of Assessments
O Assessments may be offered in new ways through online or blended teachingO students can bring in additional
resources on discussion forumsO students “rehearse” a team project
online and then present in the f2f session
O Group work is much easier to documentO the entire process is documented
![Page 7: Assessment evaluationblendedteaching](https://reader035.vdocument.in/reader035/viewer/2022070303/5492a5d5b479591b218b45c6/html5/thumbnails/7.jpg)
Types of Online Assessments
O Self Assessment: PracticeO Graded Assessment: Pre-test/Post-
testO Course Assessment: FormativeO Course Assessment: Summative
![Page 8: Assessment evaluationblendedteaching](https://reader035.vdocument.in/reader035/viewer/2022070303/5492a5d5b479591b218b45c6/html5/thumbnails/8.jpg)
Tools for Assessment O CATS – Classroom Assessment Techniques
O very brief writing assignmentsO let’s you know how students think and feelO complete as soon as a module is done (or
during)O designed to provide immediate feedback for
both students and instructorsO lets you know if your teaching is
accomplishing what students are supposed to be learning
O provides a clear understanding of students learning so you can adjust teaching
![Page 9: Assessment evaluationblendedteaching](https://reader035.vdocument.in/reader035/viewer/2022070303/5492a5d5b479591b218b45c6/html5/thumbnails/9.jpg)
Benefits of CATSO Less instructor prep timeO Students feel more connectedO Demonstrates instructor’s
investment in students learningO Students become monitors of their
own learning
![Page 10: Assessment evaluationblendedteaching](https://reader035.vdocument.in/reader035/viewer/2022070303/5492a5d5b479591b218b45c6/html5/thumbnails/10.jpg)
Examples of CATSO Muddiest Point
O What has been the muddiest point so far in this module? That is what remains the least clear to you?
O One Minute PaperO What is the one thing you learned in this
module that you did not know when you started? or What are the 2 (or 3,4,5) most significant (insert another word such as surprising) things that you learned during this module?
![Page 11: Assessment evaluationblendedteaching](https://reader035.vdocument.in/reader035/viewer/2022070303/5492a5d5b479591b218b45c6/html5/thumbnails/11.jpg)
More CATSO One Sentence Summary
O Students summarize knowledge of a topic by constructing a single sentence answering, “Who does what to whom, when, where, how and why?”
O Student Generated Test QuestionsO Students write test questions and
model answers for specific topics in a format consistent with course exams.
![Page 12: Assessment evaluationblendedteaching](https://reader035.vdocument.in/reader035/viewer/2022070303/5492a5d5b479591b218b45c6/html5/thumbnails/12.jpg)
How to Use a CATO Explain the purpose to your studentsO Build it into your course as part of
instruction and assessmentO Administer CAT online O Summarize the responses and act on
themO Award small amounts of credit for
completion
![Page 13: Assessment evaluationblendedteaching](https://reader035.vdocument.in/reader035/viewer/2022070303/5492a5d5b479591b218b45c6/html5/thumbnails/13.jpg)
Selecting a CATO You should first determine the nature
of the material that you wish to assess
O Three broad categories:O Course Related Knowledge and SkillsO Learner Attitudes, Values, and Self
AwarenessO Learner Reaction to Instruction
![Page 14: Assessment evaluationblendedteaching](https://reader035.vdocument.in/reader035/viewer/2022070303/5492a5d5b479591b218b45c6/html5/thumbnails/14.jpg)
More Tools for Assessment
O RubricsO scoring guides used in assessmentO designed to make instructor
expectations about student performance explicit
O Provides clear, well defined feedback to students
![Page 15: Assessment evaluationblendedteaching](https://reader035.vdocument.in/reader035/viewer/2022070303/5492a5d5b479591b218b45c6/html5/thumbnails/15.jpg)
Teaching and Learning Benefits of Rubrics
O Instructors are able to assess consistently through objective criteriaO avoids grading “drift”
O Eases workload for instructorsO Knowing instructors expectations
improves student performanceO Motivational tool for student because
performance level is definedO consider providing students with
examples
![Page 16: Assessment evaluationblendedteaching](https://reader035.vdocument.in/reader035/viewer/2022070303/5492a5d5b479591b218b45c6/html5/thumbnails/16.jpg)
Common Elements of a Rubric
![Page 17: Assessment evaluationblendedteaching](https://reader035.vdocument.in/reader035/viewer/2022070303/5492a5d5b479591b218b45c6/html5/thumbnails/17.jpg)
Basic Types of RubricsO Analytical rubrics identify and
assess components of a finished product
O Holistic rubrics provide a general assessment of performance
O Checklists provide a simple list of expectations
![Page 18: Assessment evaluationblendedteaching](https://reader035.vdocument.in/reader035/viewer/2022070303/5492a5d5b479591b218b45c6/html5/thumbnails/18.jpg)
Analytical Rubric
![Page 19: Assessment evaluationblendedteaching](https://reader035.vdocument.in/reader035/viewer/2022070303/5492a5d5b479591b218b45c6/html5/thumbnails/19.jpg)
Holistic Rubric
![Page 20: Assessment evaluationblendedteaching](https://reader035.vdocument.in/reader035/viewer/2022070303/5492a5d5b479591b218b45c6/html5/thumbnails/20.jpg)
Simple ChecklistO a simple list of criteria and possibly a
rating scale
![Page 21: Assessment evaluationblendedteaching](https://reader035.vdocument.in/reader035/viewer/2022070303/5492a5d5b479591b218b45c6/html5/thumbnails/21.jpg)
ConclusionsO CATS and Rubrics
O provide feedback to the instructor and students
O reduces instructor workload by providing solid information
O avoids the high stakes catastrophic assessment that more often terminated learning rather than extending it
O encourages instructors and students to engage in dialogue about the course