1. Course Title
Avoid Teaching without Learning by Using Classroom Assessment Techniques
Module Title Design with Assessment in Mind
Module Description This module will focus on creating assessments that monitor student learning throughout the course. Participants will create three types of classroom assessments using the tools within the blackboard learning management system.
Additional Information- this lesson is designed for participants who are familiar with blackboard assessment tools. The focus is geared towards using the correct tool with the type of assessment the instructor wants to create for the student (i.e. multiple choice for diagnostic assessment, essay for summative assessment).
Content Presentation
The content for this module will be presented in blackboard under three lesson headings.
1. Assessment vs. Evaluation
2. Types of Assessment
3. Creating Rubrics
Participants are given a blank course shell to practice using the blackboard tools. The facilitator of the workshop is given access to all practice course shells so that grading can take place.
Learning Outcomes
Learning Resources
• Handout: Assessment Types and Uses in Blackboard (see attached file)
• Read Rubrics for Web Lessons, Advantages of Rubrics, and Create an Original Rubric
• Explore Rubistar for Teachers website
Identify three different assessment types and use of the blackboard test tool.
Create diagnostic, formative, and summative assessments for your course. Prepare rubrics for each assessment designed.

2. Course Title
Avoid Teaching without Learning by Using Classroom Assessment Techniques
Learning Activities
• Create ONE summative assessment using the Test tool in Blackboard
• Create ONE diagnostic assessment using ANY tool in blackboard
• Create ONE formative assessment using ANY tool in blackboard
• Create (3) rubrics – one for each assessment
Self Assessment
Participants are given the opportunity to voice their opinions about their learning in
the module. This activity will be used to validate the understanding of designing
assessments and creating rubrics in your course. Please share your reflections about
the following:
1. What I learned about assessment and rubrics in this module.
2. How I will incorporate classroom assessment techniques into my course.
3. The time and effort to complete the assignment compared to what I learned was….
Evaluation

3. Course Title
Avoid Teaching without Learning by Using Classroom Assessment Techniques
Pedagogic Rationale for Assignments and Technology Choices
The rationale behind having the instructors create three types of assessments is giving the instructors several choices when designing classroom assessment. I did not want them to feel attached to one method. The goal was to provide alternatives in order to prevent stagnation and lack of creativity.
Using blackboard test tool allows the instructor to spend more time with the tools and it lets me know if they comprehend the purpose of the different types of test options available.
Using Rubistar for rubric creation allows the instructor to focus on the content and not the format of the rubric. This website is in a tutorial format so that takes some of the complication out of designing an original rubric.
Facilitator Role
This course is setup as a workshop for participants to attend. My overall role is to provide guidance and support during the process of designing an online course. The workshop operates with a mastery grading scale. The goal is that participants will focus on mastering the learning outcomes of each module. We will use the following grading scale for all assignments:
2 points = Assignments meets the learning outcomes
1 point = Assignments are developing towards the learning outcomes
0 point = Assignments are incomplete
The goal is that your assignment will always meet learning outcomes. If you have an assignment that does not, it will be returned to you until the learning outcome is reached.
Strengths and Weakness
Strengths
•Interactive
•Learning Resouce
•Grading Scale
•Course Materials (i.e. handout, articles)
Weaknesses
•Entire lesson is built around using blackboard
•Student-to-Student Interaction doesn't exist

4. Course Title
Avoid Teaching without Learning by Using Classroom Assessment Techniques
Here is a preview of the lessons: Assessment vs. Evaluation Assessment and Evaluation play on the same team but they are not in the same position. Assessment is the learning activity that will validate that learning has occurred. Evaluation is the criteria in which the assessment will be graded upon. For example: Assessment - Discussion Board on Chapter 1 Evaluation - Student posted an answer to the discussion question Student replied to (3) classmates Student cited a resource to validate response As we move through the remaining modules of this workshop, I want you to be clear on the difference as this will also help you in your design process. Types of Assessment Assessments are a vital piece to your course. It is important that students are learning the intended outcomes. In the traditional classroom you have the luxury of receiving instant feedback from the student about their learning experience. In the online environment, you have to create this atmosphere. There are many forms to assessment; the most common are diagnostic, formative, and summative. Click here to view a table that gives you a general overview of each type and some examples of when to use them in Blackboard. –The table is listed below (Appendix A). Please create assessments for the 3 modules of instruction you are designing. Create ONE diagnostic assessment using ANY tool in blackboard Create ONE formative assessment using ANY tool in blackboard Create ONE summative assessment using the Test Link in Blackboard (you may NOT use T/F or multiple choice) You may only use one assessment type per module (i.e summative for module 1, diagnostic for module 3) At the end of this you will have created 3 different assessments.

5. Course Title
Avoid Teaching without Learning by Using Classroom Assessment Techniques
Creating Rubrics Creating Rubrics for your assessments will benefit you and your students. The rubric is a working checklist that will keep the students on task with all the relevant parts to the assignment and the teacher on task with all the elements that need to be graded. This process can help take the guess work out of how to grade an assignment. There are two types of rubrics that instructors use: General-a baseline rubric that can be used over and over again no matter the subject area. Subject-Specific-a rubric that is centered on a specific content area of instruction. Assignment Instructions: 1. Read Rubrics for Web Lessons and Advantage of Rubrics to learn what a rubric is and its purpose. 2. Read Create an Original Rubric. 3. Go to Rubistar for Teachers and sign up to create rubrics. (Its Free!!!). 4. Create rubrics for each of the assessments that you designed above and place them in the appropriate area of your practice course shells.

6. Course Title
Avoid Teaching without Learning by Using Classroom Assessment Techniques
Appendix A