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Online Assessment
Online Assessment
Online Assessment
Online Assessment
Online Assessment
Online Assessment
Online Assessment
Online Assessment
Online Assessment
Online Assessment
Online Assessment
Online Assessment
Online Assessment
Online Assessment
Online Assessment
Online Assessment
Online Assessment
Online Assessment
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Online Assessment

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Transcript

  • 1. Module V Assessment
  • 2. What is assessment?
  • 3. What makes good assessment?
    • Alignment with learning objectives
    • Part of the learning process
    • Focus on the process
    • Employ a variety of tools
  • 4. What makes good assessment? Continued
    • Crystal clear instructions
    • Clear grading criteria
    • Authentic tasks
    • Assess higher order skills (Bloom’s Taxonomy)
  • 5. Online Assessment
  • 6. I – Traditional Testing
    • The Challenges
    • No identification
    • Students can look up the answers
    • Students can collaborate
    • Glitches happen
  • 7. I – Traditional Testing
    • Workarounds
    • Use open-ended questions
    • Use personalized questions
    • Make the exam duration proportionate
    • Randomize questions
    • Use the no-print code
    • Use series of short assessments
  • 8. II – Alternative Assessment
    • Authentic assessment
    • Group assignments
    • Research and Investigation
    • Self-Assessment
  • 9. II – Alternative Assessment - Portfolios
    • What is a portfolio?
      • Artifacts
      • Caption
      • Reflection
      • Validation
  • 10. II – Alternative Assessment - Portfolios
    • Why use portfolio assessment
      • A richer picture of performance
      • Put learners in charge
      • Develop student self evaluation skills
    • Online Portfolios
      • Convenience
      • Flexibility
  • 11. III - Rubrics
  • 12. III - Rubrics
    • What is a rubric?
      • In simple a rubric is a grading form that contains grading criteria, pre-defined performance levels for each criterion, and a grade for each performance level.
  • 13. III - Rubrics
    • Why use a rubric?
    • More objective and consistent assessment
    • Help the teacher focus on criteria
    • Inform the students of how they will be graded
    • Students can use them to assess their peers
    • Provide benchmarks to assess progress
  • 14. III - Rubrics
    • What types of rubric are there?
  • 15. Analytic rubric Scoring criteria Scale Needs work 1 point Good Job 3 points Outstanding Job 5 points Topic Sentence Topic sentence is unclear and not at the right place. The main idea is not brought up again. Topic sentence is either unclear or not at the right place, in the right place, and is not repeated in the wrap up. Topic sentence is clear, in the right place, and repeated in the wrap up. Supporting details The main idea is not supported at all. The main idea is supported by 2 or fewer sentences. The main idea is supported by 4 or more sentences. Grammar 3 or more grammar errors Fewer than 3 grammar errors No grammar errors. Spelling and punctuation 3 or more spelling or punctuation errors Fewer than 3 spelling or punctuation errors All sentences use correct spelling and punctuation
  • 16. Holistic rubric Source: Georgia State University Proficient- 3 points The student's project has a hypothesis, a procedure, collected data, and analyzed results. The project is thorough and the findings are in agreement with the data collected. There are minor inaccuracies that do not affect the quality of the project. Adequate- 2 points The student's project may have a hypothesis, a procedure, collected data, and analyzed results. The project is not as thorough as it could be; there are a few overlooked areas. The project has a few inaccuracies that affect the quality of the project. Limited- 1 point The student's project may have a hypothesis, a procedure, collected data, and analyzed results. The project has several inaccuracies that affect the quality of the project.
  • 17. End of Module V Lecture
  • 18. Bloom’s Taxonomy
    • Knowledge
    • Comprehension
    • Application
    • Analysis
    • Synthesis
    • Evaluation
    • Back to “What makes good assessment”

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