This document outlines an online professional development session focused on standards G and H for quality online teaching. [1] The session uses a "make and take" approach for educators to collaborate on developing online lessons and materials. [2] Educators work through principles of effective assessment and ensuring validity, reliability, and security for online assessments. [3] They also consider how to implement authentic assessments, provide continuous feedback, and align assignments and assessments to learning goals using backward design.

1. NATIONAL
STANDARDS FOR
QUALITY ONLINE
TEACHING
iNACOL Professional Development
Standards G & H
Presented by: Janet Pope

2. TODAY'S PROFESSIONAL DEVELOPMENT
Objective:
The learner will be able to
carry out the mission of
iNACOL by ensuring that
all students have access
to a world-class
education and quality
online learning
opportunities that prepare
them for a lifetime of
success.
(iNACOL, 2011a)

3. GOAL OF THIS PD---------THIS SESSION IS CONSIDERED TO BE A MAKE-AND-TAKE SESSION.
WHAT IS MAKE N TAKE?-----OPPORTUNITY FOR COLLABORATION WITH OTHER EDUCATORS FOR
DEVELOPMENT OF LESSONS, UNITS AND MATERIALS FOR ONLINE INSTRUCTION
 Materials Needed  Laptops, Printer, Copie
r and Internet provided
You were asked to bring
for collaboration with
your:
your partner.
*Binder of iNACOL
Standards
*Curriculum in which you
teach.

4. STANDARD G (PAGE 11)
The online teacher demonstrates competencies in
creating and implementing assessment in online
learning environments in ways that ensure validity and
reliability of the instruments and procedures.

5. PRINCIPAL 1: WHAT IS ADEQUATE AND APPROPRIATE ASSESSMENT
INSTRUMENTS THAT CAN MEASURE ONLINE LEARNING THAT REFLECTS
SUFFICIENT CONTENT VALIDITY?
The following youtube video will discuss alternative ways
you can evaluate the effectiveness of technology
integration.
http://www.youtube.com/watch?v=x71hjtTgQ0E
Pair-share with someone next to you ways in which you
have used alternative ways in evaluating the
effectiveness of technology integration. Surf the Internet
on ways that you can evaluate the effectiveness of
technology integration within your own curriculum that
reflects sufficient content validity. Print any needed
resources for yourself and others and add to your binder
for future reference.

6. PRINCIPLE 2: HOW DO TEACHERS IMPLEMENT ONLINE ASSESSMENT
MEASURES AND MATERIALS IN WAYS THAT ENSURE INSTRUMENT VALIDITY AND
RELIABILITY?
 EAGLE------Example of Online Assessment
The EAGLE system can be used by teachers and
students to target strengths and weaknesses relative to
Louisiana’s Grade-Level Expectations.
https://www.louisianaeagle.org/pma/orca2/diag.htm
Activity:
 Collaborate with your partner on other assessments that
may be used to ensure validity and reliability within your
own curriculum. Print and file resources in your binder.
 OR you may design quality assessments using your
curriculum and the EAGLE system website.
 Evaluate how you would managing the integrity of data
collected.

7. PRINCIPAL 3: HOW DO TEACHERS USE MULTIPLE STRATEGIES FOR
ENSURING THE SECURITY OF ONLINE STUDENT
ASSESSMENTS, ACADEMIC INTEGRITY, AND ASSESSMENT DATA.
Encouraging Academic Integrity Online
 What can you do as an instructor to encourage your students to behave with integrity when they are
engaged in activities and assessments online? The online environment poses special challenges to
instructional designers and instructors, but some of these challenges can be overcome through
thoughtful instructional design. The following suggestions are the result of a brainstorming session
attended by instructional designers and web developers from the Centre for Teaching Excellence and
Distance and Continuing Education at the University of Waterloo in the fall of 2008.
Activity: Design your own expectations teaching Academic Integrity For Your Own Online Course
 Explain why adhering to the principles of academic integrity are important in your field/discipline.
 Introduce students to (or remind them of) the skills they need to cite appropriately from various sources.
 Make expectations clear to students on all assessments, assignments and projects and provide
guidelines on how tests should be taken and assignments completed.
 Be explicit where an individual rather than a collaborative approach should be taken to activities.
 Create academic integrity contracts or an honor system.
 Keep the lines of communication open and make it easy for students to approach you if they have
problems with deadlines rather than resorting to cheating.
http://cte.uwaterloo.ca/teaching_resources/tips/encouraging_academic_inte
grity_online.html

8. STANDARD K (PAGE 12)
The online teacher develops and delivers
assessment, projects, and assignments that meet
standards-based learning goals and assesses learning
progress by measuring student achievement of the
learning goals.

9. PRINCIPAL 1: HOW DO ONLINE TEACHERS IMPLEMENT AUTHENTIC
ASSESSMENTS?
The following youtube video uses 21st Century Skills
in using authentic assessments. Shows how
assessments can be used during a project as a way
to provide a constant loop of feedback to students.
Activity: Collaborate with your partner using the
laptop provided and design an assessment that will
provide a constant loop of feedback to students.
You may use one of the project activities in your
curriculum.
http://www.youtube.com/watch?v=HiyaQ2WbBVU&fe
ature=related

10. PRINCIPAL 2 WHAT ARE SOME OF THE PROCESSES OF CONTINUOUS
EVALUATION OF STUDENTS THAT WOULD REFLECT STUDENT
LEARNING PROGRESS THROUGHOUT THE COURSE?
Activity: By considering the previous YouTube Video
about assessments that will provide a constant loop
of feedback to students. Write a plan of how you
can recreate a constant loop of feedback online
with your students. Examples may include:
 Rubrics http://www.teach-nology.com/web_tools/rubrics/
 Blogging http://classblogmeister.com/
 Self-evaluations http://www.ndt-ed.org/TeachingResources/ClassroomTips/Self-evaluation.htm
 Student feedback (polls and surveys)
http://www.surveymonkey.com/

11. PRINCIPLE 3: HOW DOES AN ONLINE TEACHER UNDERSTAND THE
RELATIONSHIP BETWEEN THE ASSIGNMENTS, ASSESSMENTS, AND
STANDARD-BASED LEARNING GOALS?
Why Backward Design?
 Backward design is a process that focuses on assessment first
and instructional activities last. It shifts teacher perspectives.
Traditional curriculum design often begins with really interesting
books or activities we want to teach or are required to cover. We
then design a curriculum, often on the go and then decide on
some type of assessment at the end.
 Backward design forces teachers to look at the big picture with
the end goals in mind. In backward planning teachers set the
vision or the essential understanding of their curriculum or unit,
decide how students will provide evidence of their learning, and
finally design instructional activities to help kids learn what is
needed to be successful.

12. ACTIVITY: USING THE BACKWARD DESIGN PAPER PROVIDED FOR YOU IN YOUR BINDER, PICK A
UNIT FROM YOUR CURRICULUM TO PLAN USING THE FOLLOWING STEPS:
Backward Design Stages Action steps to refocus the
conversation and re-vision an ELA
program.
Stage 1: Identify Desired Results __Set the vision. Focus on the big ideas.
What “enduring” understandings are desired?
What should students know, understand, and be able to
do?
 __Create a shared vision.
__Departmental activities to focus on:
__Enduring Understandings
__Standards (national, state, district)

What is worth understanding?
__Essential Questions
Stage 2: Determine Acceptable __Determine how students demonstrate
Evidence of Learning their knowledge.
How will we know if students have achieved the desired __Focus on assessment before designing

results and met the standards? What will we accept as the learning activities.
evidence of student understanding and proficiency? __Expand the assessment continuum.
__Plan instructional activities.
Stage 3: Design Learning Experiences __Share best practice.
& Instruction __Build in collaboration.
__Ensure success for all learners.
“I always know where I’m going as I teach,
because I’ve already been there in my planning
process.”
----Stacy Irvin, Highland Middle math teacher
http://www.arps.org/users/ms/coaches/backward%20design%20101.htm

13. CONGRATULATIONS
You have demonstrated the
knowledge, understanding, and abilities of Standard G
and Standard H. We hope you enjoyed the “Make-N-
Take” method of this online professional development.

14. References
Backward design 101: Curriculum planning guide. (n.d.). Retrieved June 29,2012 from
http://www.arps.org/users/ms/coaches/backward design 101.htm
iNACOL. (2011a). National standards for quality online courses. Retrieved June 24, 2012 from
http://www.inacol.org/research/nationalstandards/iNACOL_CourseStandards_2011.pdf
iNACOL. (2011b). National standards for quality online teaching. Retrieved June 24, 2012 from
http://www.inacol.org/research/nationalstandards/iNACOL_TeachingStandardsv2.pdf
Landmark's classblogmeister. (2007). Retrieved June 27, 2012 from
http://classblogmeister.com/
Louisiana Department of Education: EAGLE assessment. (2012). Retrieved June 26, 2012 from
https://www.louisianaeagle.org/pma/orca2/diag.htm
Survey monkey: Free online software and questionnaire. (1999). Retrieved from
http://www.surveymonkey
Technology: Rubric design. (1999). Retrieved June 27, 2012from http://www.teach-
nology.com/web_tools/rubrics
University of Warterloo: Teaching academic integrity. (2012). Retrieved June 26, 2012 from
http://cte.uwaterloo.ca/teaching_resources/tips/encouraging_academic_integrity_online.html
YouTube. (2011). Retrieved fromhttp://www.youtube.com/watch?v=HiyaQ2WbBVU&feature=related
YouTube. (2012). Retrieved from http://www.youtube.com/watch?v=x71hjtTgQ0E