Experiences Assessing Online Discussions CC by: Heather Day, Otago Polytechnic 2011
Advantages / Disadvantages CC by: Heather Day , Otago Polytechnic 2011 http://www.flickr.com/photos/52519686@N00/3002520030
Online Learning Record  (online discussions) (Learning outcomes 1-5, 8 & 9) Activity Participate in the online discussions...
Online Learning Record  (online discussions) Assessment Contribute at least 6 postings to the discussion board (over and a...
Marking Criteria <ul><li>Text </li></ul>CC by: Heather Day, Otago Polytechnic 2011
CC by: Heather Day, Otago Polytechnic 2011 http://www.flickr.com/photos/10807622@N00/24658087 http://www.flickr.com/photos...
Learning centred learning discussion (online discussion)  Activity: Participate in the online discussions on  the Learner ...
Learning centred learning discussion (online discussion)  <ul><li>Assessment: </li></ul><ul><li>Whilst participating in th...
Key Questions <ul><li>Why are you using online discussions? </li></ul><ul><li>What are you actually assessing? </li></ul>C...
Recommendations for assessing online learning   1.  Assess learner contributions to online discussions – assign marks. 2. ...
1.  Assess learner contributions to online discussions – assign marks. CC by: Heather Day, Otago Polytechnic 2011 http://w...
2. Use a rubric to carry out the assessment. CC by: Heather Day, Otago Polytechnic 2011
3. Design rubrics to have high fidelity. <ul><li>The extent to which elements contributing to a course grade are correctly...
4. Incorporate the unique affordances of online writing into rubrics. <ul><li>Making visible co-operation, collaboration, ...
What changes would you now make to the marking criteria? <ul><li>Text </li></ul>CC by: Heather Day, Otago Polytechnic 2011
Thank You CC by: Heather Day, Otago Polytechnic 2011 www.flickr.com/photos/67499195@N00/3385126997
References <ul><li>Elliott.B. (2010). A review of rubrics for assessing online discussions. International Computer Assiste...
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Assessing online discussions 2011 hd

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Presentation for the National Tertiary learning and Teaching Conference - Nelson, NZ 2011, on assessing online discussions.

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Assessing online discussions 2011 hd

  1. 1. Experiences Assessing Online Discussions CC by: Heather Day, Otago Polytechnic 2011
  2. 2. Advantages / Disadvantages CC by: Heather Day , Otago Polytechnic 2011 http://www.flickr.com/photos/52519686@N00/3002520030
  3. 3. Online Learning Record (online discussions) (Learning outcomes 1-5, 8 & 9) Activity Participate in the online discussions on the Gaining Foundation Skills Blackboard discussion board. Each week you will be asked to share your own thoughts, learning and experiences related to the topics that are introduced. CC by: Heather Day, Otago Polytechnic 2011
  4. 4. Online Learning Record (online discussions) Assessment Contribute at least 6 postings to the discussion board (over and above your introductory posting). Each of the six assessed postings can accumulate 10 marks Total possible marks 60   Your posts will be seen by the whole group but your marks will be private and sent to you by email. CC by: Heather Day, Otago Polytechnic 2011
  5. 5. Marking Criteria <ul><li>Text </li></ul>CC by: Heather Day, Otago Polytechnic 2011
  6. 6. CC by: Heather Day, Otago Polytechnic 2011 http://www.flickr.com/photos/10807622@N00/24658087 http://www.flickr.com/photos/jiscinfonet/858125764/sizes/o/in/photostream
  7. 7. Learning centred learning discussion (online discussion) Activity: Participate in the online discussions on the Learner Centred Learning Moodle site sharing your thoughts and experiences related to the topics that are discussed. CC by: Heather Day, Otago Polytechnic 2011
  8. 8. Learning centred learning discussion (online discussion) <ul><li>Assessment: </li></ul><ul><li>Whilst participating in the online discussions 3 of your postings must meet the following assessment criteria: </li></ul><ul><li>Marking Criteria: </li></ul><ul><li>Achievement of the following criteria will result in a successful pass for this assessment: </li></ul><ul><li>Acknowledge relevance to your own teaching context </li></ul><ul><li>Be supported with literature &/or examples </li></ul>CC by: Heather Day, Otago Polytechnic 2011
  9. 9. Key Questions <ul><li>Why are you using online discussions? </li></ul><ul><li>What are you actually assessing? </li></ul>CC by: Heather Day, Otago Polytechnic 2009 http://www.flickr.com/photos/77782794@N00/1484615917
  10. 10. Recommendations for assessing online learning 1. Assess learner contributions to online discussions – assign marks. 2. Use a rubric to carry out the assessment. 3. Design rubrics to have high fidelity. 4. Incorporate the unique affordances of online writing into rubrics. (Elliot, B. 2010) CC by: Heather Day, Otago Polytechnic 2011
  11. 11. 1. Assess learner contributions to online discussions – assign marks. CC by: Heather Day, Otago Polytechnic 2011 http://www.flickr.com/photos/34166194@N00/2158796487
  12. 12. 2. Use a rubric to carry out the assessment. CC by: Heather Day, Otago Polytechnic 2011
  13. 13. 3. Design rubrics to have high fidelity. <ul><li>The extent to which elements contributing to a course grade are correctly identified as academic achievement. </li></ul><ul><li>(Sadler, 2009) </li></ul>CC by: Heather Day, Otago Polytechnic 2011 http://www.flickr.com/photos/12392252@N03/1496949592
  14. 14. 4. Incorporate the unique affordances of online writing into rubrics. <ul><li>Making visible co-operation, collaboration, interconnectedness and self reflection </li></ul>CC by: Heather Day, Otago Polytechnic 2011 http://www.flickr.com/photos/86657707@N00/2347818403
  15. 15. What changes would you now make to the marking criteria? <ul><li>Text </li></ul>CC by: Heather Day, Otago Polytechnic 2011
  16. 16. Thank You CC by: Heather Day, Otago Polytechnic 2011 www.flickr.com/photos/67499195@N00/3385126997
  17. 17. References <ul><li>Elliott.B. (2010). A review of rubrics for assessing online discussions. International Computer Assisted Assessment Conference 2010, University of Southampton. Retrieved from http://www.scribd.com/doc/33378944/A-Review-of-Rubrics-for-Assessing-Online-Discussions-CAA-Conference-2010 </li></ul><ul><li>Sadler,D. (2009). Grade integrity and the representation of academic achievement. Studies in higher education, 34(7), 807-826. </li></ul>CC by: Heather Day, Otago Polytechnic 2011
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