Educause 08 Part 3
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The document discusses using backwards design principles to incorporate assessment into online instruction. It recommends tracking learner progress, attitudes, and challenges through meta-cognitive assessments, rubrics, and self-assessment strategies. A table shows Bloom's taxonomy processes and how they can be supported by visual, audio, and text tools for remembering, understanding, applying, analyzing, and creating. The document encourages using group projects, peer review, participation, pre-and post-testing, and interactive assessments and providing learners a role in performance measures. It directs readers to design an instructional experience with assessment and share it online.
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Formative Assessment vs. Summative Assessment
Formative assessment, also known as assessment for learning, occurs during instruction and provides feedback to improve student learning and teaching, while summative assessment, or assessment of learning, evaluates student learning at the end of a period of instruction. Formative assessments include tasks like journals and quizzes to help teachers identify areas for improved instruction and give students feedback to achieve learning goals, whereas summative assessments like final exams comprehensively measure learning outcomes and program effectiveness at the end of a unit. Both types of assessment serve important but different purposes in optimizing teaching and learning.
K to 12 TLE Curriculum Guide for Aquaculture
This document outlines a lesson plan for a course on agriculture/fishery-aquaculture. It includes 4 lessons that cover:
1. Using farm/fishery tools and equipment, identifying aquaculture facilities, and performing preventative maintenance.
2. Performing estimations and basic calculations for aquaculture projects.
3. Drawing layout plans for ponds, tanks, pens and cages.
4. Applying safety measures when working in aquaculture farms.
The lessons include learning competencies, projects, activities and assessments to teach students about proper use and maintenance of tools/equipment, basic calculations, design of aquaculture facilities, and safety procedures.
K to 12 TLE Curriculum Guide for Agricultural Crop Production
This document outlines a curriculum for an exploratory course on agricultural crop production. It includes 4 lessons that cover various topics:
1. Preparing farm tools and equipment, selecting the appropriate tools for different jobs, and practicing safety.
2. Performing estimations and basic calculations needed for crop production tasks like budgets, costs, and financial statements.
3. Interpreting farm plans and layouts, planting systems, irrigation system designs, and government plans.
4. Applying safety measures when working in farms, including using personal protective equipment, first aid, storing materials, and proper waste disposal.
Assessments include written tests and performance evaluations of the skills taught in each lesson, such as tool
Types of assessment
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including formative, summative, and diagnostic assessments. Formative assessment identifies student needs, guides ongoing instruction, and provides feedback to improve learning, while summative assessment evaluates learning at the end of a unit. The document emphasizes that formative assessment, when used to adapt teaching to meet student needs, has a strong positive effect on learning.
K to 12 Crop Production Learning Modules
Here are the answers to your questions:
1. What is an equipment? (4 points)
An equipment refers to tools, instruments, devices, and machinery used in agricultural crop production operations that require more power than hand tools. They are usually motorized or animal-drawn. (4 points)
2. Give the specific uses and function of the following equipment:
A. Hand tractor (3 points)
A hand tractor is a small tractor powered by a gasoline engine and used for tilling small areas of land. Its functions include plowing, harrowing, and transporting farm inputs and outputs. (3 points)
B. Four wheel tractor (3 points)
A four wheel tractor is a
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K to 12 TLE Curriculum Guide for Agricultural Crop Production
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This document summarizes a presentation on strategies and resources for online course assessments. It discusses types of effective assessments such as rubrics and case studies. Rubrics can clearly communicate evaluation criteria and focus instruction. Case studies can illustrate real-world scenarios and be used for individual or group assessments. The document also covers selecting appropriate assessment strategies such as projects, discussions, surveys and portfolios. Effective team assessments involve accountability, linked assignments and idea exchange. A variety of assessment tools and resources are provided.
Mark Bailye, Client Success Specialist, A/NZ | Bb Education on Tour 2015 | Ed...
The document discusses assessment and feedback principles for encouraging positive learning habits. It describes Mark Bailye's role as an Adoption Specialist with Blackboard, providing expertise on effective adoption and implementation of Blackboard solutions. The document outlines areas of Mark's expertise including academic change management, curriculum design, and strategic learning management system planning and implementation. It focuses on encouraging positive learning habits, assessment and feedback, outlining key principles and how tools in a learning management system can support these areas. Examples are provided around using tools like assignments, discussions, badges and adaptive release to trigger actions, provide rewards and encourage investment in learning.
Ischoolwebboard 1
The document provides an overview of a 5-day teacher training workshop on implementing e-learning. It discusses instructional design principles and models, e-learning modalities, open source software, building an online learning platform, and evaluating online content. The objectives are to define common terms and processes for e-learning, build understanding of instructional design, and guide teachers in designing an online course web board and publishing web pages.
Online Course Assessment Part 1
The document summarizes key points from a presentation on designing online course assessments. It discusses foundations of online assessment including validity, reliability, and alignment. It also covers developing assessments, such as specifying objectives, selecting appropriate assessment types, and ensuring alignment between objectives, activities and assessments. Finally, it addresses creating an assessment toolkit, including choosing appropriate tools, criteria, and ensuring privacy compliance.
Creating Assessments
This file accompanies the "Creating Assessments" session at the Academic Impressions conference titled "A Comprehensive Approach to Designing Online Courses", Dec 3-4, 2007, Austin TX
OFT - pr5_assessment
This document discusses online assessment. It defines assessment as evaluating student learning, instruction, and program effectiveness. The purpose of assessment is to emphasize important learning goals, help students apply knowledge, and promote improvement. Different assessment methods should be aligned with learning objectives and address different learning styles. Some common online assessment methods include exams, quizzes, discussions, essays, reports, portfolios, and presentations. The best method depends on the intended learning outcomes.
The Instructional Design Process
The document discusses instructional design models and processes. It describes the traditional ADDIE model which involves 5 phases: analysis, design, development, implementation, and evaluation. It also discusses other instructional design models and processes like Gagne's 9 instructional events, Instructional Systems Design (ISD), and the ASSURE model. A key theme is that instructional design is an iterative collaborative process that should be learner-centered and focus on usability.
Blended by Design: Day 3
The document discusses strategies for designing effective blended courses, including assessing student readiness, interactions, and using student teams. It provides tips for identifying potential crisis points students may face and how to support them. Suggestions are given for formative and online assessments, utilizing student teams, and facilitating interactions in blended learning environments.
Assessment in Blended Learning
This document discusses assessment methods in blended learning. It begins with defining blended learning as the deliberate integration of online and face-to-face learning. Some benefits of blended learning mentioned are higher student retention, improved outcomes, meeting diverse learning styles and needs, and strategic use of classroom time.
The document then defines assessment as evaluating who, what, when, how, and why to assess in a course. Different types of assessment are discussed, including diagnostic, formative, and summative assessment. Assessment tools available for blended learning are also outlined.
The rest of the document covers how assessment differs in blended learning due to increased flexibility and personalization. Challenges of assessment in blended learning are mentioned, such as
Trg evaluation
This document discusses training evaluation, including its purpose, benefits, and process. Training evaluation assesses how effective a training program was at benefiting trainees and the company. It involves collecting outcomes data to determine if the training achieved its goals. Evaluation provides feedback to improve training and control over provision, while demonstrating training's contribution to the organization. Common evaluation methods are expert review, quality review, observation testing, and pilot testing.
S T E Ps Web Quests
WebQuests are inquiry-oriented activities where most or all information comes from the web. They were created by Bernie Dodge to shift responsibility to learners and focus on using rather than searching for information. A good WebQuest has an engaging task requiring higher-order thinking like analysis, synthesis or evaluation. They can be short or long term. Components include an introduction, task, process, resources, evaluation and conclusion. Keys to a great WebQuest are quality resources, appropriate audience and objectives, challenging tasks, and leveraging technology.
Effective Implementation of Rubrics in CE classes
A rubric is a scoring tool that divides an assignment into components and provides detailed descriptions of acceptable performance levels for each component. Rubrics improve consistency in grading, make expectations clear to students, and provide feedback to help students improve. Key parts of an effective rubric include a task description, performance levels with associated points or scores, dimensions/criteria being assessed, and descriptions of what constitutes each performance level. Rubrics should be shared with students before assignments to clarify expectations and allow self-assessment.
Assessment strategies for online learning
This document discusses strategies for effective online assessment. It outlines how assessments should be integrated into the instructional design process and different categories of assessment, such as formative and summative. The document also provides 7 principles for effective online assessment and reviews various assessment tools available in Blackboard, including rubrics, surveys, quizzes, assignments, and strategies to promote academic integrity.
ePortfolios for Assessment and Measurement
This presentation was created for the 2015 Ohio QM Consortium Members' Meeting. It describes how QM's Standard 3 aligns with the use of ePortfolios for assessment and measurement. Note that the pictures are hyperlinked to the examples.
Peer Review
This document discusses peer review of teaching. It defines peer review as "a fair, systematic process originating with the unit and out by an informed colleague or colleagues who will use clearly stated criteria for gathering a multidimensional body of evidence from multiple sources for the purpose of evaluating the teaching performance of a faculty member." Peer review is used for hiring, promotion, tenure, teaching awards, and other purposes. There are two types of peer review: formative, which focuses on development, and summative, which evaluates performance for accountability. The document outlines various peer review activities and processes, potential resistance to expanding peer review, and considerations for developing criteria and training reviewers.
Developing instructional materials
The document provides guidance on developing instructional materials. It discusses that the designer may also take on the roles of materials developer and instructor. When the designer is not the instructor, ID teams typically have multiple individuals assigned to different functions. The delivery method and media selection are often compromised based on existing materials, production constraints, and the level of instructor facilitation. Effective instructional packages include materials, assessments, and course management components. Formative evaluation through rough drafts and rapid prototyping helps improve materials. Learner participation components enable independent study.
Developing instructional materials
This document provides an overview of developing instructional materials. It discusses that the designer may also take on the roles of materials developer and instructor. When the designer is not the instructor, different individuals may be assigned different functions on an instructional design team. The delivery method and media selection may be influenced by the availability of existing materials, production constraints, and the level of instructor facilitation. Key components of an instructional package include the instructional materials, assessments, and course management materials. Formative evaluation through methods like rapid prototyping and rough drafts can help improve the instructional materials. Learner participation is also important.
Roxan Mae C. Ugrimina_Report_Group6.pptx
The document discusses developing instructional strategies and assessment instruments. It provides details on identifying instructional goals, developing instructional strategies which include content sequencing, learning components, student groupings, and media selection. It also discusses developing assessment instruments and making them useful by providing valid and reliable assessments, productive feedback, using backward design, and motivating students.
Assessment for learning with rubrics
A toolkit that includes a range of assessment strategies is a must for every teacher! Rubrics can provide great feedback to students about their learning and areas for development for them to focus on. A good rubric can be both an assessment strategy for learning and of learning. This session will overview the types of rubrics that can be used and how to develop a set of criteria, supporting statements and assessment values for your students.
Avoiding Shovelware
This document discusses strategies for improving the quality of online courses, including establishing a formal course development process, applying quality standards, providing training and support for instructors, and implementing mentorship programs. Some key points are:
- Institutions should have a defined course development process including an initial consultation, media planning, required instructor training, and a final readiness review.
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Educause 08 Part 3
- 1. Part 3: Content, Pedagogy, Assessment, and Tools Drs. Patricia McGee & Veronica Diaz
- 2. Individuals + BIG Picture
- 7. EVIDENCE AS ASSESSMENT LEARNING PRINCIPLES
- 11. Biggest challenge? Biggest advantage/success? Liked the most? Liked the least?
- 17. R M R L I P I X E A R N
- 20. Bloom’s & Web 2.0 Processes Tools Attributes Remember Recognizing, recalling Visual/Text/Audio stimuli, selecting, feedback Understand Interpreting, classifying, comparing, summarizing, explaining Sorting, tagging, labeling, entering, selecting Apply Executing, implementing Manipulating, entering, feedback Analyze Differentiating, organizing, attributing Selecting, grouping, altering, tagging, labeling Evaluate Checking, critiquing Commenting, entering, responding Create Generating, planning, producing Adding, generating, combining, publishing
- 27. Sharing