The document discusses measuring the effectiveness of blended learning programs through various assessment methods. It describes four levels of evaluation for measuring a blended learning program's effectiveness: reaction, learning, behavior, and results. It also provides examples of formative and summative assessments that can be used in blended learning environments, such as check-ins, exit tickets, online quizzes and tests, projects, presentations, and student-created media. The key is using assessments that allow students flexibility and choice to demonstrate their understanding in multiple ways.

1. Blended Learning Program: How To Measure Its Effectiveness
1. Level 1: Reaction. Training evaluation is usually easiest at the lowest level – the measurement of student reactions through simple surveys following a learning event.
...
2. Level 2: Learning. ...
3. Level 3: Behavior. ...
4. Level 4: Results. ...
5. Calculating ROI.
Nov 20, 2018
Measuring The Effectiveness Of Your Blended Learning Program
https://elearningindustry.com › blended-learning-program...
Search for: How do you assess the effectiveness of blended learning?
How do you assess students in blended learning?
One of the most versatile formative assessment strategies for the blended learning classroom is the check-in. Check-ins are informal questions that the
teacher can pose either at the beginning, middle, or end of the lesson to gauge student understanding of the topic or concept being covered.Oct 23, 2020
Summative Assessment Practices for the Blended Classroom
Performance-based strategies like portfolios, projects, or podcasting are a great method to measure several learning standards and objectives at
once and also provide the learner the opportunity to apply and showcase what was learned.Oct 23,2020
What is a blended assessment?
Blended assessment is an assessment method that combines physical and virtual assessment (as shown in Figure 1). The physical part involves
the use of an ARS, whereas the virtual part involves the use of an online assessment platform, as discussed in the following paragraphs.
Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to
decide what they know and can do, and how to use assessment for new learning.
Blended learning offers flexibility in terms of availability. In other words, blended learning enables the student to access the materials from anywhere at any time
while enjoying the benefits of face-to-face support and instruction.
It can promote deeper learning, reduce stress, and increase student satisfaction. Teachers can become more engaged with their
students. Blended learning presents an increased opportunity for students to connect with their professors and teachers.May
Reliable: assessment is accurate, consistent and repeatable. Feasible: assessment is practicable in terms of time, resources and student numbers.
Educational impact: assessment results in learning what is important and is authentic and worthwhile.
7 Advantages Of Blended Learning Programs
 Provide a safer learning environment. ...
 Increase student engagement. ...

2.  Flipping the classroom improves comprehension. ...
 Students have more autonomy over their learning. ...
 Efficient use of instructor time. ...
 Gather learner data for better insights. ...
 Access and enroll more students.
The most frequently cited in-class blended learning challenge for learners identified by instructors was a lack of basic
computer/digital skills including being able to navigate different platforms and devices, keyboarding, using a password, etc.Feb 3, 2020
Blended learning is one of the most modern methods of learning helping in solving the knowledge explosion problem, the growing demand for education and the
problem of overcrowded lectures if used in distance learning, expanding the acceptance opportunities in education, being able to train, educate and rehabilitate ...
A blended learning model often requires students to utilise technology outside of the classroom. Not every learner will have equal
Improved Efficiency
Many instructors find their overall efficiency improves in a blended learning classroom. If you set up your lessons correctly, you can
have students watch the lecture and read any necessary assignments on their own time, making room for discussions or Q/A during
class time.Jul 8, 2015access to the resources, which can make online learning difficult or even impossible.Apr 16,2021
Blended Learning, as defined by DepEd, refers to “face-to-face with any or a mix of online distance learning, modular distance
learning, and TV/Radio-based Instruction.”Sep 25, 2021
Summative Vs. Formative Assessments
Before we dive into the best practices of blended learning, it’s important to understand the difference between two of the main types of
assessment: summative and formative. While the end goal for assessment is to track student progress and mastery levels and use this
information to inform instruction, each type of assessment plays a unique role in the learning process. Summative assessments are
usually formal methods that measure student achievement and specific learning outcomes at the end of a semester, term, or unit of study
(Promethean, 2017). Summative assessments take place in controlled environments where students must demonstrate what they have
learned or show mastery of specific benchmarks or standards. Some examples of summative assessments include benchmark or unit tests,
a culminating project or portfolio at the end of a unit, or a standardized test such as the ACT (Promethean, 2017).
On the other hand, formative assessments are more diagnostic and differ in that they provide the instructor with ongoing feedback that can
help adjust instruction when and where needed. Formative assessments aim to provide insight into what students have learned, have
difficulty with, and may need more help with. Some examples of formative assessment include but are not limited to classroom polls, exit

3. tickets, visual representations to show what students have learned, and impromptu quizzes (Promethean, 2017). After reviewing both types
of assessments, now we’ll look at how each one plays out in a blended learning environment.
Making Assessment Work in a Blended Learning Environment
Planning out your assessments and leveraging technology tools for assessment are critical steps for setting up effective practices for the
blended learning classroom. Matt Miller (2015) argues that one of the key components to success in the blended learning classroom is the
assessment piece. He specifically mentions formative assessment and how instructors should utilize the platforms or tools that are already
in place to effectively monitor student progress (Miller, 2015). By using the right assessment tools, instructors can consistently track student
proficiency of specific standards and or learning targets.
Andrew Miller (2020) similarly argues that instructors should leverage technology tools for summative assessment in online learning
environments. He argues that many technology tools already offer built-in features like quizzes and tests that allow for seamless integration
of summative assessments. While he explores distance learning practices, these can be applied to the online portion of the blended learning
model. Finally, Miller (2015) argues that there must be intention and purpose for the technology assessment tools used. He mainly stresses
that instructors should take full advantage of online assessment tools by tracking usage as well as analyzing data collected within those
tools. This will assist in tracking students’ progress and assist teachers in adapting instruction if necessary (Miller, 2015).
Formative Assessment Practices for the Blended Classroom
Now we will explore several assessment tools that you can incorporate into a blended learning environment. A combination of both
formative and summative assessments will be offered in hopes that you can implement them within your blended classroom. As with any
strategy, tool, or platform, it is best to evaluate what each has to offer and how each can measure your students’ progress and
performance. As you explore these tools it is also wise to select a few tools to avoid overwhelming them. This is especially important if
teachers are introducing new virtual assessment tools (Fleming, 2020).
One of the most versatile formative assessment strategies for the blended learning classroom is the check-in. Check-ins are informal
questions that the teacher can pose either at the beginning, middle, or end of the lesson to gauge student understanding of the topic or
concept being covered. With both in-person or virtual instruction, students can simply answer the question being posed with a thumbs up,
thumbs down.

4. Other methods to prompt student responses in a virtual setting can be to utilize features like emojis to respond. Nora Fleming (2020)
mentions dipsticks as a form of check-in since they are quick and can check for both learning and emotional well-being. With dipsticks, the
teacher poses a question to check for understanding and students have the option of responding orally, with a physical motion like a thumbs
up or thumbs down, or through written response with a sticky note (Fleming, 2020). Other modifications for responses include having
students show numbers 1-5 to show understanding through rating with their fingers or using the stoplight approach, where students show
the color green to show they are good to go, yellow, to show they still have questions, or red, to show that they don’t understand and need
more time or help (Fleming, 2020). The best part about check-ins is that they can be inserted into any part of the lesson and require little
to no planning or extra preparation, but also give you immediate feedback from your students.
Exit tickets are another effective formative assessment strategy to try in the blended learning classroom. Exit tickets are usually quick written
responses that students submit at the end of class to show their understanding of the lesson that was presented (Tran, 2019). Much like
check-ins, exit tickets require a student response to gauge their understanding and also to assist the teacher in adjusting instruction if
needed. Rose Tran (2019) also presents the traffic light strategy to sort out exit tickets into similar needs, questions, or responses. The three
piles then will reflect the traffic light: green, for those responses that are good to go, yellow, for those responses that show the student needs
more clarification or a check-in, and red, for those responses that need extra support to review or reteach the concept. By sorting the
responses with this method, teachers can make modifications for their learners after each lesson.
Several web-based assessment tools can be used in the blended classroom. According to Shelly Sanchez (2015), some popular tools for
formative assessment include Socrative, Kahoot, and Nearpod. These are ideal for use in a whole-class setting or virtually. Also, important
to note is that some tools like Nearpod offer embedded assessments that can be done independently at the learner’s pace. Lastly, while
some of these tools offer a free version, check if your school district has a license to access more features.
Summative Assessment Practices for the Blended Classroom
When considering summative assessment in the blended classroom, it is worth noting performance or project-based approaches.
Performance-based strategies like portfolios, projects, or podcasting are a great method to measure several learning standards and
objectives at once and also provide the learner the opportunity to apply and showcase what was learned. Performance-based summative
assessments, like portfolios, also challenge the learner to put together artifacts to demonstrate concepts, which is a higher order thinking
skill. A few technology tools and apps that can be ideal for a blended environment include Screencastify, Adobe Spark, Google Sites, and
WordPress. With these tools, learners have flexibility in how they want to organize and present their information, which in turn shows their
ability to apply knowledge and information learned.
Oral presentations also remain a reliable and flexible form of summative assessment for the blended learning classroom. Oral defense and
presentations allow the learner to explain their thinking and understanding of topics or concepts (Miller, 2020). These opportunities in

5. which students orally explain or defend their learning are crucial for the learning process and can be seamlessly integrated into the blended
classroom.
Perhaps the most underrated type of assessment is student-created products. When we talk about summative assessment formats, they
are often teacher-created or driven and offer little to no wiggle room for expression or creativity. However, if we are to promote higher levels
of thinking, we must offer opportunities for our learners to show us what they know and what better way than having them manipulate the
content. Matt Miller (2015) presents several tools that allow learners to demonstrate learning in different ways. First, he introduces Canva,
which is an online tool for creating graphics. He recommends teachers take advantage of the infographic section, which allows learners to
create their own infographic on a subject. Furthermore, infographics could potentially be a suitable replacement for the typical five-
paragraph essay. Other tools worth noting are YouTube’s Studio, where students can upload and edit images, videos, and recordings to
create a new video, and AudioBoom, where students can record and edit a podcast to share with an authentic audience. All of these tools
offer an open-ended and flexible approach for students to manipulate different types of media to showcase their understanding (Miller,
2015).
In conclusion, tried and true strategies like check-ins, exit tickets, and multiple-choice tests can be enhanced with a multitude of
technologies. While formative and summative assessments can both measure student learning and progress, it is important to take
advantage of strategies that allow for greater choice and student ownership. Further, this is a time for educators to step outside of the
conventional ways of assessing student learning by implementing performance-based projects, oral presentations, and student-created
products that offer a wider range of opportunities for students to provide evidence of their understanding. Finally, teachers can leverage the
power of the internet and mobile applications and adapt traditional forms of assessment to take advantage of what a blended learning
setting offers both students and teachers.