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 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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Alternative Assessment Using Web-based Tools

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