Assessment In Online Courses
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Michael M. Grant, PhD
Creating Assessments in Online Courses
Michael M. Grant 2010
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Michael M.
Grant
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http://idt.memphis.edu
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http://viral-notebook.com
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“What annoys you about bad PowerPoint presentations?”
The speaker read the slides to us
Text too small
Poor colour choice
Slides w/ full sentences
62%
47%
43%
39%Slide courtesy of Edward Fidgeon Kavanaghat slideshare.net. Data from David Paradi, Guide to Powerpoint.
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Assessments in Online Courses
How do we build better assessments and assessment tasks?
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Classifying Assessments
TraditionalConstructed Response– Essay– Short answer– Listing– Calculation
Selected Response– MC– T/F– Matching– Fill in the blank
Performance-basedPortfolioRubricChecklist
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Classifying Assessments
TraditionalConstructed Response– Essay– Short answer– Listing– Calculation
Selected Response– MC– T/F– Matching– Fill in the blank
Performance-basedPortfolioRubricChecklistAssessment is not necessarily
an either-or option.
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Creating assessments
for online courses
4 Steps
1. Determine the levels of difficulty
2. Match your expectations
3. Consider the AREs
4. Consider MRKs
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Determine levels of difficulty
How difficult is the content?
At what level do you want students to perform?
1
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Bloom’s Taxonomy
Determine levels of difficulty
LowerOrderThinkingSkills
HigherOrderThinkingSkills(HOTS)
1
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Planning
Determine levels of difficulty1
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Matchyour
expectations
Are your assessments (tests, tasks) aligned with your unit/chapter objectives?
2
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Planning
Match between expectations and
assessment
Match your expectations2
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Test/Assessment Blueprint
Objectives Items for Knowledge
Items for Comprehension
Items for Application
Items for Analysis
Items for Synthesis
Items for Evaluation
A MC question
T/F question
Blog post/ checklist
B Enhanced podcast/rubri
c
A test blueprint allows you to map out your assessments with your objectives and your different levels of difficulty. This helps make sure you’re focusing on what you want.
Match your expectations2
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Writing better multiple choice items
Match your expectations2
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http://www.viral-notebook.com/wordpress/2009/05/06/
increasing-cognitive-load-part-2/
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Considerthe AREs
Moving beyond multiple choice.3
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Authenticity Are you using “real world” assessment tasks?
Is this assessment reflective of your profession?
Does this assessment encourage “habits of mind” appropriate to your discipline?
3
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Relevance Are your assessment tasks relevant to our students?
Will they find purpose with this task?
Will it be meaningful?Now?Later?
3
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Engagement Are your assessment tasks motivating?
Will the students surprise you with their efforts?
Would you want to do it?
3
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Consider MRKs Multiple representations of knowledge
4
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Collaborative concept maps
Consider MRKs4
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Student concept maps
Consider MRKs4
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eBook Chapter
Consider MRKs4
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Guest blog posts
Consider MRKs4
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Knowledge capture
Consider MRKs4
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Choices in tools
Consider MRKs4