Assessment of Student Performance in Online Courses: Paradigm and Praxis

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Title: Assessment of Student Performance in Online Courses: Paradigm and Praxis
Presenter: Nemah N. Hermosa

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  • The online environment has brought convenience. However, it has also brought additional concerns and a call to move beyond traditional means of identifying what students know during and at the end of the course.
  • When developing unit and lesson plans, teachers decide how student performance will be assessed. When developing performance assessments, teachers move between thinking and working in the role of an assessor and thinking and working in the role of an activity developer.
  • I will use as example a course I am teaching at the UPOU this semester
  • I will use as example a course I am teaching at the UPOU this semester
  • LINK 1: Here’s what my online
  • LINK 1: Here’s what my online
  • How difficult this would have been in earlier generations of DE
  • How difficult this would have been in earlier generations of DE
  • How difficult this would have been in earlier generations of DE
  • How difficult this would have been in earlier generations of DE
  • Assessment of Student Performance in Online Courses: Paradigm and Praxis

    1. 1. 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
    2. 2. Assessment: The Basics Assessment Various methods used to determine the extent to which students achieve intended learning outcomes of instruction . <ul><li>Assessment is more than grades </li></ul><ul><li>Assessment is feedback for both </li></ul><ul><li>instructors and students </li></ul>
    3. 3. Assessment with Purpose in Mind (Earl, 2006)
    4. 4. Assessment: The Basics Assessment Various methods used to determine the extent to which students achieve intended learning outcomes of instruction . <ul><li>Assessment is more than grades </li></ul><ul><li>Assessment is feedback for both </li></ul><ul><li>instructors and students </li></ul><ul><li>Assessment drives student learning </li></ul><ul><li>Assessment drives course development </li></ul>
    5. 5. Course Development Model (Palloff & Pratt, 2009) University Mission Program Competencies Course Outcomes Activities Assessments Unit Objectives Activities Assessments Unit Objectives
    6. 6. Backward Design Model (Adapted from Wiggins & McTighe,1998)
    7. 7. Assessment Online Losses and gains? How to translate f2f forms into an online environment? New learning and assessment opportunities?
    8. 8. 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
    9. 9. 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
    10. 10. PRAXIS <ul><li>Forms of Assessment in My Online Courses </li></ul><ul><li>ASYNCHRONOUS </li></ul><ul><li>Written assignments submitted through the Workbin </li></ul><ul><li>in the course site, as email attachment, or by post </li></ul><ul><li>Participation in MyPortal discussion forums/blogs </li></ul><ul><li>MyPortal online quizzes/exams </li></ul><ul><li>SYNCHRONOUS </li></ul><ul><li>Proctored exams in pre-determined venues </li></ul><ul><li>(Learning/Testing Centers, overseas exam sites) </li></ul><ul><li>Online proctored exams using WebCam technology </li></ul>
    11. 11. PRAXIS <ul><li>EDR 201 The Psychology of Reading </li></ul><ul><li>Required course in the Diploma/MA Ed </li></ul><ul><li>Language & Literacy Education </li></ul><ul><li>Taken as elective by MDC, MIS, MDE and PTC </li></ul><ul><li>students </li></ul><ul><li>138 students: 23 offshore (12 countries); the rest </li></ul><ul><li>are based in different regions in the Philippines </li></ul><ul><li>Different orientations/specializations </li></ul>
    12. 12. EDR 201 Course Site
    13. 13. Principle: Use assessment techniques that fit the context and align with learning objectives <ul><li>Unit Study Guides </li></ul><ul><li>Expanded Course Guide </li></ul>
    14. 14. 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 <ul><li>Detailed Assignment Guides </li></ul><ul><li>Alternative Assignments </li></ul>
    15. 15. 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
    16. 16. Praxis: Inclusion of dynamic interaction, defined by a high level of interaction through discussion Discussion Thread
    17. 17. 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
    18. 18. Sample Rated Quiz
    19. 19. Praxis: Using the online environment for assessment advantage: Internet-based resources
    20. 20. Praxis: Dealing with plagiarism and cheating <ul><li>Design exams as open book </li></ul><ul><li>Have several short assessments embedded in the </li></ul><ul><li>course </li></ul><ul><li>Varied and multiple means of assessment </li></ul><ul><li>Asking students to submit sections of work as </li></ul><ul><li>they are developed </li></ul><ul><li>Flagging papers without citations and those using </li></ul><ul><li>different writing style </li></ul><ul><li>Use of plagiarism detection software </li></ul><ul><li>Inform students of university policy </li></ul>
    21. 21. Praxis: Dealing with plagiarism and cheating PROCTORED ONLINE EXAMS
    22. 22. KEY PRINCIPLES in ONLINE ASSESSMENT (Palloff & Pratt, 2009) <ul><li>Design learner-centered assessments that align </li></ul><ul><li>with learner-centered activities and assignments. </li></ul><ul><li>Construct courses that contain a variety of learning </li></ul><ul><li>activities and assessment measures that tap </li></ul><ul><li>various learning styles and inhibit the possibilities </li></ul><ul><li>for plagiarism and cheating </li></ul><ul><li>Promote, use, and assess learner contributions to </li></ul><ul><li>the discussion forum. </li></ul><ul><li>Use rubrics that establish performance </li></ul><ul><li>expectations and provide a sound basis for self- </li></ul><ul><li>assessment </li></ul>
    23. 23. KEY PRINCIPLES in ONLINE ASSESSMENT (Palloff & Pratt, 2009) <ul><li>Provide prompt feedback on assessments and </li></ul><ul><li>assignments </li></ul><ul><li>Consider tests and quizzes delivered online to be </li></ul><ul><li>“ open book” measures and develop them with this </li></ul><ul><li>factor in mind </li></ul><ul><li>To make online assessments effective, include </li></ul><ul><li>performance assessments, authentic assessments, </li></ul><ul><li>projects, portfolios, self-assessments, peer </li></ul><ul><li>assessments, and weekly assignments that include </li></ul><ul><li>discussion assignments. </li></ul>
    24. 24. SUMMARY: Online Assessment Our basic philosophy and approach may not change, but the techniques we use to get there are likely to be different.

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