Assessment andEvaluation in Blended TeachingSummer Teaching Innovations Academy June 6, 2012
Assessment vs. EvaluationO Assessing student learning O determining the quality of student workO Evaluating your course O determining the worth or effectiveness of course design or teaching
How do you Assess Students?
Assessing Students OnlineO Considering offering traditional forms of assessment in Blackboard O Rote learning O Simple assessment of mastery O Replace valuable class time with online assessments O Low stakes and frequent
Documents Process and ProductO Instructors are able to monitor learning before final product is dueO Offer help before final product is due
New Forms of AssessmentsO Assessments may be offered in new ways through online or blended teaching O students can bring in additional resources on discussion forums O students “rehearse” a team project online and then present in the f2f sessionO Group work is much easier to document O the entire process is documented
Tools for AssessmentO CATS – Classroom Assessment Techniques O very brief writing assignments O let’s you know how students think and feel O complete as soon as a module is done (or during) O designed to provide immediate feedback for both students and instructors O lets you know if your teaching is accomplishing what students are supposed to be learning O provides a clear understanding of students learning so you can adjust teaching
Benefits of CATSO Less instructor prep timeO Students feel more connectedO Demonstrates instructor’s investment in students learningO Students become monitors of their own learning
Examples of CATSO Muddiest Point O What has been the muddiest point so far in this module? That is what remains the least clear to you?O One Minute Paper O What is the one thing you learned in this module that you did not know when you started? or What are the 2 (or 3,4,5) most significant (insert another word such as surprising) things that you learned during this module?
The Blooming Minute PaperKnowledge Understanding Application Analysis Synthesis Evaluation Repeat Explain Use Differentiate Collect Explain Use Differentiate Arrange Explain Use Compare Create Give Create Examples Create Examples Create Illustrate Set up Illustrate Construct Illustrate Construct Design
More CATSO One Sentence Summary O Students summarize knowledge of a topic by constructing a single sentence answering, “Who does what to whom, when, where, how and why?”O Student Generated Test Questions O Students write test questions and model answers for specific topics in a format consistent with course exams.
How to Use a CATO Explain the purpose to your studentsO Build it into your course as part of instruction and assessmentO Administer CAT onlineO Summarize the responses and act on themO Award small amounts of credit for completion
Selecting a CATO You should first determine the nature of the material that you wish to assessO Three broad categories: O Course Related Knowledge and Skills O Learner Attitudes, Values, and Self Awareness O Learner Reaction to Instruction
More Tools for AssessmentO Rubrics O scoring guides used in assessment O designed to make instructor expectations about student performance explicit O Provides clear, well defined feedback to students
Teaching and Learning Benefits of RubricsO Instructors are able to assess consistently through objective criteria O avoids grading “drift”O Eases workload for instructorsO Knowing instructors expectations improves student performanceO Motivational tool for student because performance level is defined O consider providing students with examples
Common Elements of a Rubric
Basic Types of RubricsO Analytical rubrics identify and assess components of a finished productO Holistic rubrics provide a general assessment of performanceO Checklists provide a simple list of expectations
Simple ChecklistO a simple list of criteria and possibly a rating scale
ConclusionsO CATS and Rubrics O provide feedback to the instructor and students O reduces instructor workload by providing solid information O avoids the high stakes catastrophic assessment that more often terminated learning rather than extending it O encourages instructors and students to engage in dialogue about the course