Assessment evaluationblendedteaching


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  • Self Assessment: PracticeWith self-assessment, students can track their progress to ensure they have mastered the course information. Practice provides the students with the opportunity to master course materials before proceeding to the next level of instruction. For example, online quizzes allow the student to get immediate feedback on their mastery of the content and to continue to the next level. If a student fails to master or understand the information, they can identify difficulties they are experiencing and either ask for help or continue in their practice of the materials.Grade Assessment: Pre-test/Post-testPre and Post tests sever two purposes. First, is to determine the skills or knowledge the students may already possess about the course materials. Second, post-testing serves as a means to measure the improvement in the skills or knowledge the students acquired from the presentation of the course materials.Course Assessment: FormativeFormative assessments are a learner-centered way to informally assess how students are learning throughout the course in order to improve the quality of student learning.Formative assessments are quick, relatively easy, and provide an excellent way to “check in” and receive feedback on learning effectiveness without the stress of formal exams and projects. Formative assessments can include everything from surveys to short hand-written papers.
  • Less instructor prep time – you don’t have to grade a lengthy assignmentStudents feel more connected – ongoing exchange let’s students know that you have an interest in them doing wellDemonstrates instructor’s investment in students learning – produces an artifact that can be archived and accessed for later studyStudents become monitors of their own learning
  • Muddiest Point and One Minute Paper – allows for a balanced response from students, may let you know what you need to review or revise, provides immediate feedback as closely as possible to the learning experience, assumes that not everything in the learning module is transparent, let’s students assert the fact that they do not entirely get what is going on in the module
  • Once Sentence Summary - The purpose is to require students to select only the defining features of an idea. Evaluate the quality of each summary quickly and holistically. Note whether students have identified the essential concepts of the class topic and their interrelationships. Share your observations with your students.Student generated test questions - This will give students the opportunity to evaluate the course topics, reflect on what they understand, and what are good test items. Make a rough tally of the questions your students propose and the topics that they cover. Evaluate the questions and use the goods ones as prompts for discussion. You may also want to revise the questions and use them on the upcoming exam.
  • Administer CAT online – use a discussion forum, survey or even a web 2.0 toolConsider summarizing and posting the results as an announcement – this can act as feedbackCATS can prompt additional learning and allow for redesign if something is clearly not working
  • Example of easing workload: read through the discussion forum for norms, craft responses using the rubric, copy and paste into feedback area
  • Analytical rubrics identify and assess components of a finished product
  • Holistic rubrics provide a general assessment of performance
  • Assessment evaluationblendedteaching

    1. 1. Assessment andEvaluation in Blended TeachingSummer Teaching Innovations Academy June 6, 2012
    2. 2. 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
    3. 3. How do you Assess Students?
    4. 4. 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
    5. 5. Documents Process and ProductO Instructors are able to monitor learning before final product is dueO Offer help before final product is due
    6. 6. 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
    7. 7. Types of Online AssessmentsO Self Assessment: PracticeO Graded Assessment: Pre-test/Post-testO Course Assessment: FormativeO Course Assessment: Summative
    8. 8. 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
    9. 9. 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
    10. 10. 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?
    11. 11. 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
    12. 12. 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.
    13. 13. 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
    14. 14. 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
    15. 15. 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
    16. 16. 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
    17. 17. Common Elements of a Rubric
    18. 18. 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
    19. 19. Analytical Rubric
    20. 20. Holistic Rubric
    21. 21. Simple ChecklistO a simple list of criteria and possibly a rating scale
    22. 22. 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