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Alternative Assessment Using Web-based Tools
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Alternative Assessment Using Web-based Tools

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Are papers and exams the best way to measure student learning for your course? Are students integrating your content into their personal knowledge bases in a meaningful and useful way? Do students …

Are papers and exams the best way to measure student learning for your course? Are students integrating your content into their personal knowledge bases in a meaningful and useful way? Do students find your assessments interesting and engaging? If your answers to any of these questions are ‘no’ or ‘maybe not’, then you might want to consider some of the alternative assessments made feasible by the variety of web-based tools available today. This presentation will discuss and provide examples of alternative assessments using such tools as Wikis, Blogs, Podcasts, Google Docs, e-Portfolios, and web-based presentation tools. Each of these tools provides student-friendly applications that will allow you to assess student learning in an engaging
fashion. These strategies also can offer a ‘real world’, authentic perspective that is difficult to achieve with the more traditional assessment strategies.

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  • 1. Alternative Assessments Using Web-Based Tools
  • 2. Today
    Examples of using web-based tools for assessments
    Integrating 2.0 assignments into course design
    Things to think about:
    Which tool do I use?
    What do I need to consider?
    Assessment concerns
    Student concerns
    Instructor concerns
    Curricular concerns
  • 3. Web 2.0 Tools
    Blogs
    Papers
    Social Bookmarking
    Collaborative Authorship
    Presentations
    Social Networks
    Photos
    Videos
    Maps
    Mashups
    Concept Maps/Diagrams
    E-Portfolios
  • 4. Web 2.0 Tools
    Jason Rhode’s site used for his Faculty Summer Institute presentation this past summer:
  • 5. Which tools can be used for assessment purposes?
    Pretty much all of them!
    Limitations
    Instructor creativity
    Student technical capabilities
    Challenge
    Matching tool with assessment objectives
    Assuring that there is ‘value added’ for using a web-based tool
  • 6. Exemplars
  • 7. Blogs
  • 8. Social Bookmarking
  • 9. Individual and Group Authoring
  • 10. Presentations
  • 11. Mapping
  • 12. Incorporating web-based
    assessments into online courses
  • 13. Just creating the assignment is not enough
  • 14. Integrating Web Assessments into (Online) Classes
    Sufficient lead time so that students have time to learn the tool before the assignment due date
    Explain why you are using this tool
    Project instructions
    Clear and complete instructions on what students are to do
    Anticipate student questions and uncertainties
    Exemplars of projects from previous offerings if possible
    Rubric that describes how the project will be evaluated.
  • 15. Integrating Web Assessments into (Online) Classes
    Provide instructions on how to get started
    How to access the tool
    Links to required required
    Links for tutorials (either on the product site or ones you create)
    Where to find ‘help’
    Create a ‘tool help’ discussion topic
  • 16. Cool Tools … but
    Things to think about
  • 17. Considerations when planning aweb-based assessment
    What are you trying to accomplish?
    Learning objective, not technology, should drive the choice of tools
    Learning Management System or Web 2.0 Tool?
    If the task can be effectively done within the tools available in your LMS, use the LMS
    What is the ‘value added’ for using the Web 2.0 Tool
    does the value of using the 2.0 tool exceed the additional time students will spend to learn the technology
  • 18. Considerations when planning aweb-based assessment
    Which tool to choose?
    The free one
    The one that most easily meets the assessment objective (e.g., Google Docs vs. a wiki will support joint authorship.)
    The one that is easiest for students to learn
    The one that students have used previously if possible (specify a ‘preferred’ tool, but allow students to use alternative if they have previous experience with a similar tool)
    The tool that students will most likely use over and over again, either academically or professionally
  • 19. Considerations when planning aweb-based assessment
    What is the ‘value added’ for using the Web Tool
    does the value of using the 2.0 tool exceed the additional time students will spend to learn the technology
  • 20. More Things to Think About – Assessment Concerns
    Will the use of the tool negatively impact the assessment of the learning objective (i.e., are you assessing the achievement of the learning objective or the ability of the student to become proficient with a new software tool?)
    Can you objectively and effectively evaluate student learning from the final product produced (If you can’t develop a clear and comprehensive rubric to describe levels of competency demonstrated by the project you have a problem)
  • 21. More Things to Think About – Student Concerns
    Student concerns
    Does the tool fit within the technical proficiency of the typical student in the class?
    Is the time required to complete the project ‘reasonable’
    When is it too much
    http://ocw.umb.edu/communications-studies/comstu-210/assignments
  • 22. More Things to Think About – Instructor Concerns
    Can I grade the projects and provide feedback in a reasonable expenditure of time
    Does tool have built-in functions that will allow me to provide good feedback?
    How can I integrate this tool within the LMS
  • 23. More Things to Think About – Program/Curricular Concerns
    My class is not the only class students take
    If each instructor is selecting and using different Web 2.0 tools, the impact on students can be extreme and very negative
    If different courses in the same program use the same tools, students can build on their prior knowledge and produce better and more sophisticated assignmentsas they gain experience with the software.