Assessment of Student Performance in Online Courses: Paradigm and Praxis

Assessment of Student Performance in Online Courses: Paradigm and Praxis NEMAH N. HERMOSA University of the Philippines [email_address] 30 July 2010 6th ICTED, Quezon City, Philippines

Assessment: The Basics Assessment Various methods used to determine the extent to which students achieve intended learning outcomes of instruction .
Assessment is more than grades
Assessment is feedback for both
instructors and students

Assessment with Purpose in Mind (Earl, 2006)

Assessment: The Basics Assessment Various methods used to determine the extent to which students achieve intended learning outcomes of instruction .
Assessment is more than grades
Assessment is feedback for both
instructors and students
Assessment drives student learning
Assessment drives course development

Course Development Model (Palloff & Pratt, 2009) University Mission Program Competencies Course Outcomes Activities Assessments Unit Objectives Activities Assessments Unit Objectives

Backward Design Model (Adapted from Wiggins & McTighe,1998)

Assessment Online Losses and gains? How to translate f2f forms into an online environment? New learning and assessment opportunities?

Is the student who has enrolled in the course the one taking the exam? How do I know that students really understand what I’m teaching if I can’t see them? How can I ensure that students won’t cheat? How can I deal with plagiarism? Assessment Online

PARADIGM “ The online paradigm holds that learning itself may be different in the online environment and, if that is true, then the methodology for measuring it should also be different or should measure those things that are, in fact, different.” -- Bedard-Voorhes, 2004, p. 74

PRAXIS
Forms of Assessment in My Online Courses
ASYNCHRONOUS
Written assignments submitted through the Workbin
in the course site, as email attachment, or by post
Participation in MyPortal discussion forums/blogs
MyPortal online quizzes/exams
SYNCHRONOUS
Proctored exams in pre-determined venues
(Learning/Testing Centers, overseas exam sites)
Online proctored exams using WebCam technology

PRAXIS
EDR 201 The Psychology of Reading
Required course in the Diploma/MA Ed
Language & Literacy Education
Taken as elective by MDC, MIS, MDE and PTC
students
138 students: 23 offshore (12 countries); the rest
are based in different regions in the Philippines
Different orientations/specializations

EDR 201 Course Site

Principle: Use assessment techniques that fit the context and align with learning objectives
Unit Study Guides
Expanded Course Guide

Praxis: Use of alternative assessments, such as performance-based/authentic assessments Principle: Design assessments that are clear, easy to understand, and likely to work in an online environment
Detailed Assignment Guides
Alternative Assignments

Principle: Design and include grading rubrics for assessment of contributions to discussion as well as for assignments, projects, and collaboration itself. Principle: Design learner-centered assessments that include self-reflection

Praxis: Inclusion of dynamic interaction, defined by a high level of interaction through discussion Discussion Thread

Praxis: Using the online environment for assessment advantage: Computer-generated and -scored tests Principle: Ask for and incorporate student input into how assessment should be conducted. EDR201QUIZ 1

Sample Rated Quiz

Praxis: Using the online environment for assessment advantage: Internet-based resources

Praxis: Dealing with plagiarism and cheating
Design exams as open book
Have several short assessments embedded in the
course
Varied and multiple means of assessment
Asking students to submit sections of work as
they are developed
Flagging papers without citations and those using
different writing style
Use of plagiarism detection software
Inform students of university policy

Praxis: Dealing with plagiarism and cheating PROCTORED ONLINE EXAMS

KEY PRINCIPLES in ONLINE ASSESSMENT (Palloff & Pratt, 2009)
Design learner-centered assessments that align
with learner-centered activities and assignments.
Construct courses that contain a variety of learning
activities and assessment measures that tap
various learning styles and inhibit the possibilities
for plagiarism and cheating
Promote, use, and assess learner contributions to
the discussion forum.
Use rubrics that establish performance
expectations and provide a sound basis for self-
assessment

KEY PRINCIPLES in ONLINE ASSESSMENT (Palloff & Pratt, 2009)
Provide prompt feedback on assessments and
assignments
Consider tests and quizzes delivered online to be
“ open book” measures and develop them with this
factor in mind
To make online assessments effective, include
performance assessments, authentic assessments,
projects, portfolios, self-assessments, peer
assessments, and weekly assignments that include
discussion assignments.

SUMMARY: Online Assessment Our basic philosophy and approach may not change, but the techniques we use to get there are likely to be different.

Assessment of Student Performance in Online Courses: Paradigm and Praxis

by ICTED Philippines on Jul 30, 2010

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