Assessment In Online Courses


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Four steps for reconsidering assessments online.

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  • One of three things to walk away with from this course?
  • Assessment In Online Courses

    1. 1. Michael M. Grant, PhD<br />Creating Assessments in Online Courses<br />Michael M. Grant 2010<br />
    2. 2. Michael M. Grant<br />
    3. 3.<br />
    4. 4.<br />
    5. 5. “What annoys you about bad PowerPoint presentations?”<br />The speaker read the slides to us<br />62%<br />Text too small<br />47%<br />Poor colour choice<br />43%<br />Slides w/ full sentences<br />39%<br />Slide courtesy of Edward Fidgeon Kavanaghat Data from David Paradi, Guide to Powerpoint.<br />
    6. 6. Assessments in Online Courses<br />How do we build better assessments and assessment tasks?<br />
    7. 7. Classifying Assessments<br />Traditional<br />Performance-based<br />Constructed Response<br />Essay<br />Short answer<br />Listing<br />Calculation<br />Selected Response<br />MC<br />T/F<br />Matching<br />Fill in the blank<br />Portfolio<br />Rubric<br />Checklist<br />
    8. 8. Classifying Assessments<br />Traditional<br />Performance-based<br />Constructed Response<br />Essay<br />Short answer<br />Listing<br />Calculation<br />Selected Response<br />MC<br />T/F<br />Matching<br />Fill in the blank<br />Portfolio<br />Rubric<br />Checklist<br />Assessment is not necessarily an either-or option.<br />
    9. 9. Creating assessments for online courses<br />4 Steps<br />Determine the levels of difficulty<br />Match your expectations<br />Consider the AREs<br />Consider MRKs<br />
    10. 10. Determine levels of difficulty<br />How difficult is the content?<br />At what level do you want students to perform?<br />1<br />
    11. 11. Bloom’s Taxonomy<br />Determine levels of difficulty<br />Higher<br />Order<br />Thinking<br />Skills<br />(HOTS)<br />Lower<br />Order<br />Thinking<br />Skills<br />1<br />
    12. 12. Planning<br />Determine levels of difficulty<br />1<br />
    13. 13. Matchyour expectations<br />Are your assessments (tests, tasks) aligned with your unit/chapter objectives?<br />2<br />
    14. 14. Planning<br />Match your expectations<br />Match between expectations and assessment<br />2<br />
    15. 15. Test/Assessment Blueprint<br />Match your expectations<br />2<br />A test blueprint allows you to map out your assessments with your objectives and your different levels of difficulty. This helps make sure you’re focusing on what you want.<br />
    16. 16. Writing better multiple choice items<br />Match your expectations<br />2<br />
    17. 17.<br />
    18. 18. Considerthe AREs<br />Moving beyond multiple choice.<br />3<br />
    19. 19. Authenticity<br />Are you using “real world” assessment tasks?<br />Is this assessment reflective of your profession?<br />Does this assessment encourage “habits of mind” appropriate to your discipline?<br />3<br />
    20. 20. Relevance<br />Are your assessment tasks relevant to our students? <br />Will they find purpose with this task? <br />Will it be meaningful?Now?Later?<br />3<br />
    21. 21. Engagement<br />Are your assessment tasks motivating?<br />Will the students surprise you with their efforts? <br />Would you want to do it? <br />3<br />
    22. 22. Consider MRKs<br />Multiple representations of knowledge<br />4<br />
    23. 23. Collaborative concept maps<br />Consider MRKs<br />4<br />
    24. 24. Student concept maps<br />Consider MRKs<br />4<br />
    25. 25.
    26. 26.
    27. 27. eBook Chapter<br />Consider MRKs<br />4<br />
    28. 28. Guest blog posts<br />Consider MRKs<br />4<br />
    29. 29.
    30. 30. Knowledge capture<br />Consider MRKs<br />4<br />
    31. 31. Choices in tools<br />Consider MRKs<br />4<br />
    32. 32. Michael M. Grant, PhD<br /><br /><br />
    33. 33. Michael M. Grant 2010<br />