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Effective assessment
- 1. Effective Assessment in eLearning Creating Authentic Assessment Tasks to assess student mastery
- 2. AUTHENTIC ASSESSMENT An assignment given to students designed to assess their ability to apply competency-driven knowledge and skills to real-world challenges. These assessments align, in content and format, directly to the course competencies and demonstrate the student’s ability to apply them within a real-world setting.
- 3. WHAT’S THE DIFFERENCE? Traditional Assessment Authentic Assessment Selecting a response Performing a task Contrived Real-world Recall/Recognition Construction/Application Teacher-centered Student-centered Indirect evidence Direct evidence
- 4. FORMATIVE vs. SUMMATIVE ASSESSMENTS • Both types of assessments can be authentic! • Formative – a variety of types of assessments that are applied throughout the learning process to evaluate student progress. • Summative – a variety of assessments that are implemented at the end of a unit of instruction to evaluate the final outcomes of student learning or mastery.
- 5. MAJOR DIFFERENCES BETWEEN FORMATIVE AND SUMMATIVE Difference 1 The first big difference is when the assessment takes place in a student’s learning process. • As the definition already gave away, formative assessment occurs during the learning process. • A summative evaluation takes place at a complete separate time. Not during the process, but after it.
- 6. MAJOR DIFFERENCES BETWEEN FORMATIVE AND SUMMATIVE Difference 2 There’s also a big difference between the assessment strategies in getting the right information to look at student learning. • With formative assessments you try to figure out whether a student’s doing well or needs help by monitoring the learning process. • When you use summative assessments, you assign grades. The grades tell you whether the student achieved the learning goal or not.
- 7. MAJOR DIFFERENCES BETWEEN FORMATIVE AND SUMMATIVE Difference 3 The size of the “assessment package” varies based on what type of assessment you are implementing. • Formative assessment includes smaller content areas. For example: 3 formative evaluations of 1 chapter. Each assessment includes a smaller “assessment package.” • Summative assessment includes complete chapters or content areas. For example: you may just 1 evaluation at the end of a chapter. The lesson “assessment package” is much larger now.
- 8. MAJOR DIFFERENCES BETWEEN FORMATIVE AND SUMMATIVE Difference 4 • Formative assessment considers evaluation as a process. This way, the teacher can see a student grow and steer the student in an upwards direction. • With summative assessment it’s harder for you to steer the student in the right direction. The evaluation is already done. That’s why summative assessments or evaluations are considered to be more of a “product”.
- 9. DETERMINING WHICH TYPE OF ASSESSMENT TO USE Questions to ask yourself • Does the assessment type align to the competencies I have defined? • What is the purpose of the assessment? • When will the assessment be used? • Is the assessment meant to guide future instruction and learning or assess mastery of content?
- 10. FORMATIVE ASSESSMENTS Measuring as we go…
- 11. TIPS FOR eLEARNING FORMATIVE ASSESSMENTS • Provide immediate feedback. • Student progress dictates the direction of your eLearning course. • Identify measurable strengths and weaknesses. • Remember that formative assessments are “low stakes”.
- 12. EXAMPLES OF eLEARNING FORMATIVE ASSESSMENTS • Goal markers Explanation: Set specific check-in points for students online. They can submit Word documents that respond to reflection questions addressing the content up to that point in the course. Justification: This provides a chance for the instructor to evaluate the understanding level of the student as the unit progresses. It also allows the instructor to identify trends in where students are struggling with the content before you reach a major assessment.
- 13. EXAMPLES OF eLEARNING FORMATIVE ASSESSMENTS • Personal eLearning Journals Explanation: Learners are asked to create a personal online learning log or journal that details what they are learning, their thoughts and feelings about the topic, and the core ideas or concepts of the online lesson. Justification: Again, this provides a chance for the instructor to evaluate the understanding level of the student as the unit progresses. It also requires the student to reflect on their own ideas and questions about the topic in a way that does not require them to be singled out in front of their peers.
- 14. EXAMPLES OF eLEARNING FORMATIVE ASSESSMENTS • Online Discussion groups Explanation: Learners can reflect on the topic of instruction or course readings. They can reflect on what they learned as well as present any questions that arose through the readings. This works best if you require responses to other learner’s posts. To do this, you must plan ahead and post the process due dates for initial posts and responses rather than jus a single due date. It is especially effective if the instructor participates in the discussions and responds to ideas and questions posted. Justification: This type of activity requires learners to reflect on their own learning and respond to that of other people in the course. It can also bring ideas to light that might not have initially been considered due to the variety of life experiences and perspectives represented in the class.
- 15. EXAMPLES OF eLEARNING FORMATIVE ASSESSMENTS • Video presentations Explanation: Learners are asked to create simple videos explaining their understanding of concepts covered in the course. This works well for learners who are hesitant to speak in front of a large group but can provide scaffolding towards larger presentation projects that might require a live audience (even online). Justification: This type of activity requires learners to demonstrate their grasp of concepts in a way that is personal and allows them to use technology that is already familiar to them. It provides a relatively easy way for the instructor to evaluate understanding and get to know the learners in the course in a more personal manner than just written responses.
- 16. EXAMPLES OF eLEARNING FORMATIVE ASSESSMENTS • “Muddy Papers” Explanation: Learners read an assigned topic or passage prior to the class meeting. They complete a short paper addressing the ideas or concepts they had the hardest time understanding or applying. This paper is submitted prior to class. Justification: This type of response helps you to narrow down the common areas where learners are struggling and help the instructor adjust their instructional plans to provide more support in the areas of greatest common difficulty.
- 17. SUMMATIVE ASSESSMENTS Reaching the final destination…
- 18. TIPS FOR eLEARNING SUMMATIVE ASSESSMENTS • Make the grading rubric available in advance. • Analyze the results of the summative assessment to identify trends and areas of improvement. • Realize that there is no way to stop a learner from looking up answers if the assessment is completed outside of the classroom. • Use a wide range of assessments to cater to different learning styles.
- 19. EXAMPLES OF eLEARNING SUMMATIVE ASSESSMENTS • Multiple Choice Assessments Explanation: Learners complete instructional content and complete an online multiple choice assessment. These are relatively easy for the instructor to create and can be self- grading Justification: This type of assessment works for courses that are heavy on clearly defined concepts or vocabulary or include specific events or dates that are necessary to know.
- 20. EXAMPLES OF eLEARNING SUMMATIVE ASSESSMENTS • Final Individual or Group Projects Explanation: Learners receive a set rubric that lists all requirements and the value of each component in the project. Using the unit content, learners develop a presentation of some type explaining concepts to an audience (online or in person). Justification: This type of assessment requires hands-on work that allows for creativity but still provides clear guidelines on exactly what is expected. It is often valuable when you need to see a final product to ensure understanding that still allows for learner creativity and voice.
- 21. EXAMPLES OF eLEARNING SUMMATIVE ASSESSMENTS • Final Essay Explanation: Learners are given a topic directly related to the unit of instruction and asked to respond to a topic or writing prompt. Justification: This type of assessment allows for significant student voice and creativity. There should still be a clearly written rubric for what is being graded but the deeper analysis allows for the learner to express their own ideas while using the unit content to support their perspective.
- 22. EXAMPLES OF eLEARNING SUMMATIVE ASSESSMENTS • Creative portfolio Explanation: Learners collect examples of work that demonstrates understanding of the unit/course topic. This is presented or submitted for review by the instructor or a group of evaluators. Justification: This type of assessment is built over a period of time. The portfolio can be used to demonstrate growth and learner understanding through the presentation of a variety of different products that are included in the final portfolio.
- 23. EXAMPLES OF eLEARNING SUMMATIVE ASSESSMENTS • Standardized Tests Explanation: Learners complete a standardized test, generally created and managed by a governing body. These are generally the same at any institute that uses them and are often used for certifications that apply nation-wide. Justification: This type of assessment is generally part of a larger certification program. It is often required to assess understanding of general knowledge based on the field of study being assessed. These are not generally dictated or controlled by the individual instructor.
Editor's Notes
- In other words, a task we ask students to perform is considered authentic when 1) students are asked to construct their own responses rather than select from ones presented and 2) the task replicates challenges faced in the real world. If I were teaching you how to play golf, I would not determine whether you had met my standards by giving you a multiple-choice test. I would put you out on the golf course to "construct your own responses" in the face of real-world challenges. Similarly, in school we are ultimately less interested in how much information students can acquire than how well they can use it. Thus, our most meaningful assessments ask students to perform authentic tasks. However, these tasks are not just assessments. Authentic assessment, in contrast to more traditional assessment, encourages the integration of teaching, learning and assessing. In the "traditional assessment" model, teaching and learning are often separated from assessment, i.e., a test is administered after knowledge or skills have (hopefully) been acquired. In the authentic assessment model, the same authentic task used to measure the students' ability to apply the knowledge or skills is used as a vehicle for student learning. For example, when presented with a real-world problem to solve, students are learning in the process of developing a solution, teachers are facilitating the process, and the students' solutions to the problem becomes an assessment of how well the students can meaningfully apply the concepts.
- Selecting a Response to Performing a Task: On traditional assessments, students are typically given several choices (e.g., a,b,c or d; true or false; which of these match with those) and asked to select the right answer. In contrast, authentic assessments ask students to demonstrate understanding by performing a more complex task usually representative of more meaningful application. Contrived to Real-life: It is not very often in life outside of school that we are asked to select from four alternatives to indicate our proficiency at something. Tests offer these contrived means of assessment to increase the number of times you can be asked to demonstrate proficiency in a short period of time. More commonly in life, as in authentic assessments, we are asked to demonstrate proficiency by doing something. Recall/Recognition of Knowledge to Construction/Application of Knowledge: Well-designed traditional assessments (i.e., tests and quizzes) can effectively determine whether or not students have acquired a body of knowledge. Thus, as mentioned above, tests can serve as a nice complement to authentic assessments in a teacher's assessment portfolio. Furthermore, we areoften asked to recall or recognize facts and ideas and propositions in life, so tests are somewhat authentic in that sense. However, the demonstration of recall and recognition on tests is typically much less revealing about what we really know and can do than when we are asked to construct a product or performance out of facts, ideas and propositions. Authentic assessments often ask students to analyze, synthesize and apply what they have learned in a substantial manner, and students create new meaning in the process as well. Teacher-structured to Student-structured: When completing a traditional assessment, what a student can and will demonstrate has been carefully structured by the person(s) who developed the test. A student's attention will understandably be focused on and limited to what is on the test. In contrast, authentic assessments allow more student choice and construction in determining what is presented as evidence of proficiency. Even when students cannot choose their own topics or formats, there are usually multiple acceptable routes towards constructing a product or performance. Obviously, assessments more carefully controlled by the teachers offer advantages and disadvantages. Similarly, more student-structured tasks have strengths and weaknesses that must be considered when choosing and designing an assessment. Indirect Evidence to Direct Evidence: Even if a multiple-choice question asks a student to analyze or apply facts to a new situation rather than just recall the facts, and the student selects the correct answer, what do you now know about that student? Did that student get lucky and pick the right answer? What thinking led the student to pick that answer? We really do not know. At best, we can make some inferences about what that student might know and might be able to do with that knowledge. The evidence is very indirect, particularly for claims of meaningful application in complex, real-world situations. Authentic assessments, on the other hand, offer more direct evidence of application and construction of knowledge. As in the golf example above, putting a golf student on the golf course to play provides much more direct evidence of proficiency than giving the student a written test. Can a student effectively critique the arguments someone else has presented (an important skill often required in the real world)? Asking a student to write a critique should provide more direct evidence of that skill than asking the student a series of multiple-choice, analytical questions about a passage, although both assessments may be useful.
- Formative assessment is primarily for the teacher to help assess the effectiveness of their instruction. It helps is making adjustments to instruction and hopefully improve student attainment of knowledge. Summative Assessment is an assessment that focuses on the final outcome of the learning process.
- As the definition already gave away, formative assessment is an ongoing activity. The evaluation takes place during the learning process. Not just one time, but several times. A summative evaluation takes place at a complete other time. Not during the process, but after it. The evaluation takes place after a course or unit’s completion.
- The entire premise behind formative assessment in eLearning is to give your learners the feedback they need to correct unfavorable learning behaviors and strengthen desirable behaviors. To do this, your learners must get the feedback they need immediately after they make an error or carry out the negative behavior, so that they can link the constructive criticism to the eLearning event in question. If you notice that a learner is not fully grasping the concept or is unable to apply the knowledge they have learned, then you should pause, discuss, and offer them the required feedback and guidance as soon as possible. One of the most notable benefits of using formative assessment in eLearning is that you can quickly modify your eLearning strategy to meet the individual needs of the learner. If you find that they are struggling with a particular topic or skill, you are able to see this right away thanks to formative assessment. You can then customize the eLearning activities, assessments, and curriculum to improve their comprehension and knowledge absorption. Rather than testing at the end, when it may be too late to modify incorrect learning behaviors, you have the opportunity to remedy the issue DURING the learning process. In order to get the most out of your formative assessment strategy you will need to have quantifiable data that you can actually track. Skills may be difficult to put into numbers and percentages, but you can give your learners online assessments periodically that track their mastery of certain skill sets. Have them complete a specific online scenario at different points throughout the eLearning course and keep track of their progress, or give them a pop quiz that monitors how they are improving. Before you even begin the eLearning course, encourage them to identify their strengths and weaknesses so that you know their learning gaps. Then you can work with them to address their specific needs and pinpoints areas of improvement. The entire point of formative assessment in eLearning is that it is NOT about grades, but about progress. Your learners don’t need to show you that they’ve mastered a subject, but that they are improving as they move through the eLearning course. This is what is known as a “low stakes” assessment, as opposed to “high stakes” summative assessments that typically determine a learner’s proficiency at the end of the eLearning course. A formative assessment in eLearning is designed to monitor a learner’s development and provide them with feedback they can use to achieve their goals. Keep this in mind when you’re creating your online formative assessments, and steer clear of grades or point values that might discourage your learners. Instead, give them constructive criticism and praise that can empower them to become lifelong learners who are willing and ready to strive for success.
- Before giving your learners their summative assessments, make sure that they know what it will cover and how it will be graded. Offer them the opportunity to view the grading rubric and criteria in advance and make them aware of how each portion of the assessment will be analyzed. If learners have no clear idea of what they need to do and what knowledge they need to acquire to pass the online exam, then they cannot possibly prepare for the challenge. This also increases their stress levels, which prevents them from performing to the best of their ability. The purpose of a summative assessment in eLearning is two-fold. Firstly, it lets learners know where they stand in terms of their academic progress and proficiency. It also allows them to progress to the next eLearning course, as it proves they have acquired a sufficient amount of knowledge to progress to the next level. Secondly, summative assessment results give eLearning professionals the ability to identify trends and weaknesses of the eLearning course, as well as learner areas that may need improvement. For example, if a vast majority of your learners are not able to pass the summative exam at the end of the second module, you may want to modify your eLearning content and instructional strategy to improve knowledge retention and comprehension. Summative assessment in eLearning gives you invaluable data that you can use to improve your eLearning course for the next group of learners, as well as to create an individualized plan of action that can help your current learners. Every learner is unique. They each have different learning needs and require different learning materials and eLearning activities to absorb information effectively. This is why it’s essential to offer them a variety of assessment types when creating your eLearning assessment strategy. Some learners may need more interactive assessments, such as scenarios or simulations, to effectively gauge their proficiency, while others may not have the language or communication skills required for an essay-based exam. Do some research beforehand to see which types of assessments are best for your audience and which will most accurately assess their skills and knowledge base. If possible, include a good mix of summative assessment types into your eLearning course to cater to a wide range of learner preferences and styles. Use this summative assessment guide to test the proficiency of your current learners and improve your instructional strategy for those who will follow. Keep in mind that summative assessment does not provide learners with timely feedback they can use to improve their learning behaviors. As such, pairing them with formative assessment is usually the ideal solution.