Assessment tools and strategies to help you align your course objectives to assessments in your courses. When you align objectives well, you can truly find out whether students are learning what they need to learn from your course.
2. We will cover:
Formative vs. summative learning assessment
The meaning behind “authentic assessment”
Quality Matters and aligning assessments
Using technology to enhance our ability to assess
effectively
3. Accomplishment of learning objectives
Quality of interaction or project work (measured
with rubrics)
Knowledge (measured with tests and exams)
Knowledge application (measured with essay or
advanced-level tests)
Experience with technology
Course
Instructor
4. FORMATIVE
Helps you get a handle on
how the course and/or
students are doing at any
given point
Gives you a chance to
correct something if it’s not
going as planned
SUMMATIVE
Usually done at the end of
a unit or course
Provides a final look at how
things went
Determines whether
students “pass” or have
attained the necessary
skills to move on
5. Unfortunately, human nature is such that we
will typically only do what we have to
Only students that are intrinsically motivated
will tend to go beyond
Experience and research shows that most
students tend toward extrinsic motivation
and perform best when:
A grade is involved
Completion of a major course requirement is
contingent on participation
6. When students have a chance to reflect on
themselves as learners, they may be more
inclined to grow and achieve more
Try one of these surveys in class or as an
assignment/discussion and see the reaction
Felder’s Index of Learning Styles:
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
Biggs’ Study Process Questionnaire:
http://www.johnbiggs.com.au/academic/students-approaches-
to-learning/
7.
8. Assessments in your course should match up
with what students need to know and be able
to do
Make sure that the information that you’re
testing students on it directly related to this
Nice-to-know information is great, but that’s
all it is
Make sure your assessment matches the level
of the objective and is not above or below the
students’ skill level
9. • Evaluation
make judgments based on criteria
• Synthesis
compile information in a new way
• Analysis
break down information into parts
• Application
use information in a new situation
• Comprehension
interpret information
• Knowledge
recall information
Higher Order Thinking Skills
Lower Order Thinking Skills
11. Let’s try coming up with some assessments
for the following objective:
“At the end of the unit, students will be able to
create and revise a household budget using
Microsoft Excel.”
How about this one?
“And end of the course, students will be able to
explain the processes of meiosis and mitosis in the
cells of animals and plants.”
12. Instead of a multiple-choice test of
knowledge, try an essay test, a file response
test, a project, or a paper
Instead of a case study, try having students
go out into the field to find their own case
Provide a problem without a known solution
and ask students to explore possibilities
Ask students to interpret concepts through
presentations or multimedia creation
13. Quizzes and tests
Discussion forums
Multimedia (text + images, video, etc)
Presentation tools
Digital video and audio
E-books, wikis, blogs
14. Can be mobile-capable or browser-only
Can be supported through Respondus
LockDown Browser or RespondusTest
Creator or from other sections
You can also create tests from scratch
Test exceptions allow different settings for
different students
See https://www.pnc.edu/distance/learn-tutorials/
for all videos on tests and
Respondus
15. Mobile Exams can be created in Blackboard for use
with the Blackboard Mobile Application.
Question types:
Multiple Choice
True/False
Calculated Numeric
File Response
Hot Spot
Fill in Multiple Blanks
Short Answer
Mobile exams are integrated into the grade center,
similar to a web assessment.
16. Creating a Mobile Assessment
Test Link
Test Canvas
Quiz Settings/Properties
17. You can grade using rubrics right within
BlackBoard
Rubrics make your job a little easier when
grading more extensive assessments
Video tutorials available:
https://www.pnc.edu/distance/learn-tutorials/
19. BlackBoard discussion, blog, wiki, Kaltura media tools
WebEx: http://purdue.webex.com
Google Docs: http://drive.google.com
Prezi: http://www.prezi.com
MS Office Templates: http://office.microsoft.com/en-us/
templates/
Screencast-o-matic: http://www.screencast-o-matic.
com
Jing and Camtasia: http://www.techsmith.com
Wordpress: http://www.wordpress.com
SimpleBooklet: http://simplebooklet.com/index-edu.
php
20. Writing good learning objectives:
http://ets.tlt.psu.edu/learningdesign/objectives/writingo
bjectives
A great help with coming up with verbiage for your
rubrics: http://rubistar.4teachers.org
Kathy Schrock’s guide for educators:
http://www.schrockguide.net/authentic-learning.html
Workshop in scenario-based learning and authentic
assessment examples:
https://sites.google.com/site/workshopctandsblresourc
esite/home
21. Reach us at:
pncolt@pnc.edu
Twitter and Facebook: @PNCOLT
http://www.pnc.edu/distance for all
workshop notes, links, and training needs