HE547 Introduction to Assessment and Evaluation Tools in Online
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Review of definition of concepts of Assessment and Evaluation strategies in learning. Contains Learning Object Final Assignment with voice over PowerPoint presentation
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Online Assignment
Computer assisted instruction (CAI) involves interaction between students and programmed instructional materials, often using tutorials, drills, simulations, or problems. CAI can individualize learning and provide immediate feedback. Computer managed instruction (CMI) uses computers to track student progress and assign customized learning objectives, resources, and assessments to students. CMI allows for flexible pacing and individualized learning paths. Both CAI and CMI provide benefits like self-paced learning and one-on-one instruction but also have limitations like over-reliance on technology and lack of infrastructure in some areas.
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Computer Managed Instruction (CMI) involves using computers and software to manage the instructional process and enable individualized learning. CMI can automate routine tasks like grading to reduce instructor workload. It allows tracking student performance over time, providing feedback, and evaluating students and instruction. CMI is based on operant learning principles where students learn at their own pace through small steps with immediate feedback. The instructor's role is to make decisions about instruction, monitor student progress, provide tutoring and guidance, and ensure students develop responsibility for their own learning.
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Online Assignment
Computer assisted instruction (CAI) refers to the use of computers to facilitate learning through tutorials, drills, simulations, and problem-solving exercises. It allows for one-on-one interaction, immediate feedback, self-pacing of instruction, and helps teachers devote more time to individual students. Computer managed instruction (CMI) uses computers to track student progress, prescribe instructional activities based on assessments, and allow students to prove mastery of objectives at their own pace. CAI and CMI are effective modern educational approaches that make good use of digital technology to improve the efficiency of instruction and are playing an increasingly important role in education.
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Students, who are the customers of education, have little input. Teachers, who heavily influence student learning, lack the data to improve teaching. Administrators, who can promote change, have little information.
The auris app is designed to facilitate feedback and serve as a powerful tool to empower students, enable teachers, and inform administrators.
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The document discusses making changes to the ratio of formative to summative assessment used. Currently, the ratio is 0:100, with only summative assessment used in exams at the end of each unit. Ideally, formative assessment should be the main form of assessment, as both students and teachers benefit more from formative feedback. To make changes, assessment in the classroom needs to shift from solely summative exams to incorporating more formative assessment, like in-class activities for immediate feedback and discussions for students to explain knowledge to peers.
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Computer assisted instruction (CAI) involves interaction between students and programmed instructional materials, often using tutorials, drills, simulations, or problems. CAI can individualize learning and provide immediate feedback. Computer managed instruction (CMI) uses computers to track student progress and assign customized learning objectives, resources, and assessments to students. CMI allows for flexible pacing and individualized learning paths. Both CAI and CMI provide benefits like self-paced learning and one-on-one instruction but also have limitations like over-reliance on technology and lack of infrastructure in some areas.
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Computer Managed Instruction (CMI) involves using computers and software to manage the instructional process and enable individualized learning. CMI can automate routine tasks like grading to reduce instructor workload. It allows tracking student performance over time, providing feedback, and evaluating students and instruction. CMI is based on operant learning principles where students learn at their own pace through small steps with immediate feedback. The instructor's role is to make decisions about instruction, monitor student progress, provide tutoring and guidance, and ensure students develop responsibility for their own learning.
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This document discusses revising instructional materials to improve student learning. It recommends that teachers examine pre-tests and post-tests to identify gaps in student understanding and weaknesses in instructional materials. The document then provides examples of different types of instructional materials like distance education, computer-based instruction, and self-instructional materials. It offers guidance on analyzing student performance data from trials of instructional materials and determining what types of revisions are needed to content, procedures, or instructor-led materials to improve student outcomes.
Online Assignment
Computer assisted instruction (CAI) refers to the use of computers to facilitate learning through tutorials, drills, simulations, and problem-solving exercises. It allows for one-on-one interaction, immediate feedback, self-pacing of instruction, and helps teachers devote more time to individual students. Computer managed instruction (CMI) uses computers to track student progress, prescribe instructional activities based on assessments, and allow students to prove mastery of objectives at their own pace. CAI and CMI are effective modern educational approaches that make good use of digital technology to improve the efficiency of instruction and are playing an increasingly important role in education.
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Cmi computer managed instruction
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Formative assessment involves collecting data from students through evaluation and other means to help teachers improve the teaching and learning process. It provides continuous feedback to students to generate greater interest and motivation in learning.
In Colombia, assessment is understood as a fundamental, integral, dialogic, and formative tool to improve education quality. It is integral because it covers all evaluation elements, dialogic through participation of stakeholders, and formative by analyzing the educational process without punishing students.
The elements of formative assessment include establishing a classroom culture of interaction and assessment tools, setting learning goals and tracking student progress, adapting instruction methods and assessments, providing performance feedback and adapting instruction, and involving students actively in learning.
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Self-instructional strategies allow students to direct their own learning and receive feedback at their own pace. These strategies include computer-assisted instruction (CAI) programs that provide different types of instruction like drills, tutorials, and educational games. While CAI has benefits like individualized learning, it also has limitations in appreciating student emotions and could dehumanize education. Effective self-instruction requires diagnosing student needs, setting objectives, developing individualized plans, and monitoring progress.
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IACBE Conference Presentation-2015
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Computer managed instruction is a category of computer programs that can help educators organize student data, set instructional objectives, generate learning materials, monitor student progress, provide remedial instruction, and analyze student performance data to effectively meet learning goals. These programs allow teachers to input student and curriculum information, track student performance over time, and generate reports on individual and group progress.
Apply presentation
Formative assessment involves collecting data from students through evaluation and other means to help teachers improve the teaching and learning process. It provides continuous feedback to students to generate greater interest and motivation in learning.
In Colombia, assessment is understood as a fundamental, integral, dialogic, and formative tool to improve education quality. It is integral because it covers all evaluation elements, dialogic through participation of stakeholders, and formative by analyzing the educational process without punishing students.
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Criteria and considerations with determining a benchmark assessment
Things to consider when determining benchmark assessments in a school or district, as an essential element of a Collaborative Response Model. More information and resources can be found at http://jigsawlearning.ca.
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Student responders allow teachers to collect formative and summative assessment data in real-time through multiple choice, true/false, and other response types. The data provided through student responders gives teachers insights into student understanding and areas needing reteaching. When paired with learning goals, effective feedback from student responders is the second most important school-level factor for student achievement after curriculum. Student responders enable just-in-time adjustments to instruction based on actual student responses rather than assumptions about comprehension.
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Student responders allow teachers to collect formative and summative assessment data in real-time through multiple choice, true/false, and other response types. The responders provide instant feedback to teachers on student understanding, which enables teachers to adjust instruction as needed. The assessment data collected through responders gives teachers valuable insights into student mastery and areas needing reteaching or review. When paired with learning goals, effective feedback from responders ranks as one of the most important factors for increasing student achievement.
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This document discusses measuring program objectives for a new Master's in Marketing degree via online assessment. It outlines creating program objectives and mapping them to two direct and two indirect measures. Direct measures include entrance and exit exams, with a goal of 80% of students scoring over 73%. Indirect measures include mid-term and end-of-program surveys, with a goal of 80% of students agreeing or strongly agreeing that they can apply program learning outcomes. The document then discusses using case analysis as one direct measure, outlining four cases and central questions. It provides results from the first exam that were skewed and adjustments made going forward. Finally, it covers setting up the case analysis in an LMS like Blackboard, including why cases
COMPUTER MANAGED INSTRUCTION
Computer managed instruction (CMI) is the use of computers and software to manage the instructional process. It allows teachers to organize student data, curricular objectives and materials, track student progress, and generate reports. CMI provides individualized instruction by presenting material in small steps, requiring student responses, and providing feedback until students achieve mastery of learning objectives at their own pace. While CMI offers benefits like individualization and expansive resources, it also has disadvantages like overreliance on computers and predetermined objectives that can complicate the teacher's role.
3)Assessment Plan Components
The document outlines the components of an assessment plan for a degree program, including the mission statement, program goals, curriculum, learning outcomes, measures and criteria, and methods of oversight. It provides examples for each component. The mission statement indicates the program will educate future school psychologists. The goal is for students to be prepared to face ethical dilemmas with integrity. The curriculum maps courses to this goal and outcomes. Assessment includes student presentations and surveys, with 80% and 75% targets respectively. The director oversees data collection and analysis and shares results with faculty for discussion and improvement.
Formative Evaluation
Formative evaluation aims to provide feedback during instruction to improve teaching and learning. It involves regularly assessing student understanding of topics as they are taught, providing feedback to students on their progress, and informing teachers on the effectiveness of their instructional methods. The feedback from formative evaluation helps teachers modify their lessons to better meet student needs and helps students identify their strengths and weaknesses to improve their learning. Some key aspects of formative evaluation include dividing subject content into logical units, assessing student understanding after each unit, and using the results to provide reinforcement or remedial support.
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Criteria and considerations with determining a benchmark assessment
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Instructional Planning
Instructional planning involves forecasting and visualizing the teaching-learning process, including what will be taught, why it will be taught, and how it will be taught. A variety of instructional materials and media can be selected and produced, including non-projected visual aids like chalkboards and pictures, as well as projected visual aids like slides and videos. Instructional materials and media can be integrated into presentations, multimedia kits, modules, and learning centers to enhance the teaching and learning experience.
Development of classroom assessment tools
This document provides guidance on developing effective classroom assessment tools. It discusses general principles of testing and assessment including measuring all learning objectives. It also outlines the steps to develop assessment tools, which include examining learning objectives, creating a table of specifications, constructing test items, assembling the test, and analyzing/improving the test items. The document describes different types of assessment tools like multiple choice tests, true/false, essays and their guidelines for effective creation. Overall, the document aims to help teachers create valid and reliable classroom assessments that accurately measure student learning.
Assessment of Student Learning 2: Rubrics
The document discusses the important elements of rubrics for assessing student learning, which include criteria, levels of performance, and descriptors. Criteria are the traits or dimensions used to judge student responses. Levels of performance establish a scale to rate each criterion. Descriptors spell out the expected performance at each level for each criterion. Guidelines for developing rubrics include identifying desired qualities, choosing an analytical or holistic rubric type, and defining lowest performance standards. Tips include collaborating with colleagues, gathering sample rubrics, keeping rubrics short and simple, focusing on different skills per item, and student learning development.
Rubrics (Analytic and Holistic)
1) A rubric is a guideline that lists the criteria used to assess the quality of student work on a scale, such as excellent to poor. It helps evaluate student performance and provides communication about expectations.
2) Good rubrics clearly describe what is being assessed, are visually appealing, reliable, valid, fair, and connected to the learning goals. Everyone should understand them consistently.
3) Key steps to designing a rubric include identifying learning goals, choosing measurable outcomes, developing or adapting a rubric, sharing it with students, assessing student work, and analyzing results.
Rubrics ppt
The PPT explains the importance of Rubrics in teaching. Some examples of Rubrics in Mathematics also included - M.SRINIVASAN, FACULTY, ZIET, MUMBAI
The PRINCIPLES of LEARNING (Principles of Teaching 1)
A Power Point Presentation of the Topic ''The PRINCIPLES of LEARNING'' on the subject '' The Principles of Teaching 1''
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INSTRUCTIONAL PLANNING
The document discusses instructional planning for teaching. It covers types of instructional planning like course plans, unit plans, and lesson plans. It also discusses developing objectives, designing lessons, and assessing student learning. Some key teaching strategies discussed include lecture, discussion, demonstration, debate, role playing, and simulation. Effective instructional planning is important as it helps teachers logically sequence lessons, develop comprehensive learning experiences, and guide students.
Theories of Learning
This document outlines several major theories of learning in psychology, including:
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2) Cognitivism, which views learning as connecting symbols mentally.
3) Social Learning Theory, which emphasizes learning through observation and imitation of models.
4) Social Constructivism, where knowledge is actively constructed through social and contextualized processes.
5) Multiple Intelligences Theory, which proposes individuals possess different types of intelligences.
6) Brain-Based Learning, which is informed by neuroscience and principles like emotional engagement.
The document compares key aspects of each theory and critiques their implications for classroom practice.
Learning theories 1
1) The document outlines several theories of learning including classical conditioning by Pavlov involving associating a neutral stimulus with a reflex, operant conditioning by Skinner involving reinforcement of behaviors, social learning by Bandura involving observational learning, and insightful learning involving problem solving.
2) Clinical applications of these theories include the development of fears through classical conditioning, using reinforcement schedules in token economies for behavior modification, and making diagnoses through selectively encoding, comparing, and combining information.
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Learning theories ppt
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Different approaches and methods
The document discusses different teaching approaches and methods. It begins by distinguishing between direct/expository approaches that have high teacher direction and guided/exploratory approaches with high student participation. It then defines key concepts like approach and method. The main types covered are direct/expository methods like deductive and demonstrative, as well as guided/exploratory methods like inductive. Characteristics, examples and advantages/disadvantages of each method are provided. The document aims to help teachers understand different instructional strategies and how to apply them based on learning objectives and content.
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Principles of Teaching
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HE547 Introduction to Assessment and Evaluation Tools in Online
- 1. Introduction to Assessment and Evaluation Tools in Online Learning By Ramel Moore Achieving excellence in online learning 1
- 2. What is assessment and evaluation? 2
- 3. Assessment Assessment is defined as data-gathering strategies, analyses, and reporting processes that provide information that can be used to determine whether or not intended outcomes are being achieved.[1] 3
- 4. Evaluation Evaluation uses assessment information to support decisions on maintaining, changing, or discarding instructional or programmatic practices.[2] • 4
- 5. Evaluation • Formative - The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments: – help students identify their strengths and weaknesses and target areas that need work – help faculty recognize where students are struggling and address problems immediately 5
- 6. Summative • The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. 6
- 7. Assessment and Evaluation Strategies These strategies can inform: • The nature and extent of learning, • Facilitate curricular decision making, • Correspondence between learning and the aims and objectives of teaching, and • The relationship between learning and the environments in which learning takes place.[3] 7
- 8. Instruments/Tools Assessment instruments and processes can be used to collect data on many different attributes and performance characteristics. Instruments designed to collect the data may be placed into one of three broad categories: – Content Knowledge – Student Interest, Perceptions, and Attitudes – Process Knowledge, teamwork, design 8
- 9. Examples of Assessment Activities and Tools 9
- 10. einstruction Mobi • Mobi is the first mobile interactive whiteboard designed to support student- centered active learning and give educators the mobility and flexibility to deliver engaging lessons from anywhere in the room. • As an assessment/evaluatio n tool, Mobi can be used check understanding of content, practice and review activities, as well as warm up and cool down activities. 10
- 11. Rubrics • The Rubric is an authentic assessment tool which is particularly useful in assessing criteria which are complex and subjective. • Authentic assessment is geared toward assessment methods which correspond as closely as possible to real world experience. • Authentic assessment takes this principle of evaluating real work into all areas of the curriculum. • The instructor observes the student in the process of working on something real, provides feedback, monitors the student's use of the feedback, and adjusts instruction and evaluation accordingly. • It is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process • This involvement empowers the students and as a result, their learning becomes more focused and self-directed. 11
- 12. Chatzy • Chatzy is a free private chat service which you can use to communicate with people you already know or people who visits your blog or website. With Chatzy you can create a chatroom and send out email invitations very quickly and easily. No registration is required. • Emoticons • Multiline Messages • Bullets & Numbered Lists • YouTube Videos • Internet Images • Webcams • HTML and JavaScript • Spam Control • Review Mode 12
- 13. Glogs 13
- 15. Feedback 15
- 16. References • Gagne, R.M., L.J. Bridges, and W.W. Wagne. 1998. Principles of Instructional Design. Orlando, FL: Holt, Rinehart and Winston, Inc. • Hanson, G., and B. Price. 1992. Academic Program Review. In: M. A. Wjitley, J. D. Porter, and R. H. Fenske (eds.). The Primer for Institutional Research. Tallahassee: Association for Institutional Research. • Satterly, D. 1989. Assessment in schools. Oxford, UK: Basil Blackwell Ltd. 16
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