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Online Assessments with Non-Traditional Grading Rubrics and Web-based Outcome Documentation

Online Assessments with Non-Traditional Grading Rubrics and Web-based Outcome Documentation. Presented by Phyllis Powell Pelt, MS, RN Director of School Nurse Certification Program phylpelt@uic.edu www.uic.edu/nursing/schoolnursing September 28, 2006. 21 st Century – Information Age.

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Online Assessments with Non-Traditional Grading Rubrics and Web-based Outcome Documentation

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  1. Online Assessments with Non-Traditional Grading Rubrics and Web-based Outcome Documentation Presented by Phyllis Powell Pelt, MS, RN Director of School Nurse Certification Program phylpelt@uic.edu www.uic.edu/nursing/schoolnursing September 28, 2006

  2. 21st Century – Information Age • Outcome of attendance – core value • Learning can be assessed online by quality of participation in synchronous (real time) and asynchronous discussions

  3. Why Transition to ONLINE Teaching? • Primary Focus of education and School Health Services has CHANGED. • Expanded role requires proficiency in timely identification and use of resources to support student/consumer living and learning. • Comfortable ONLINE skills are critical in order to serve our “customers” who use technology tools daily.

  4. Non-Traditional Learners • Average age 43 • Minimum of Bachelors Degree in Nursing • Eight or more years of professional nursing in other nursing specialties • Working full-time • Emerging computer skills

  5. Online Self Assessment in Blackboard • Un-timed self assessment – Posted in Blackboard under Assignments • After completion – uploaded in safe assignments • Individual, confidential faculty feedback and comments shared via Blackboard • Virtual Chat reflection in small groups

  6. Online Self Assessment – Benefits • Immediately learn how comfortable student is with Blackboard format • Self assessment and/or baseline pre- test of content – provides satisfaction of “immediate” response • Helps faculty and student identify what skills student needs to strengthen in order to be successful in course

  7. Web Based Assessment and Planning Includes: • Instructions • Modules • Planning for improvement template • Resources • Appendix with fact sheets • Designed for elementary, middle and high school

  8. Advantages of a Web-based Assessment Tool • Developed by a well established and reputable group. (Center for Disease Control) • Incorporates National Health and Learning Goals (Healthy People 2010) • Updated as appropriate • Evaluation shared widely • Can be assessed with no cost by all partners

  9. Non-traditional Grading Rubric for Web-based Tool Includes: • Setting ID and Password for facility use of tool • Uploading data in each of the eight modules • Timely completion of online scorecard • Documenting comments from participants • Completion of School Health Improvement plan • List recommended actions • Giving rationale for ONE recommended action/intervention that will serve as internship project (40% of course grade) • Virtual chat discussions on use of tool

  10. Virtual Chat Assessments • Classified as “ Post Conference” • One hour every other week • Evidence based comments/critical analysis of topics related to internship project • Specific discussion points provided by students- faculty facilitate chat

  11. Barriers to Virtual Chat • Real time availability needed • Consensus on times for synchronous chats. • (8-9 pm favorite choice of learners) • Small groups needed regardless of size of class. • ( 7-10 learners in each group) • Key board skills needed – spelling does not count in the virtual chat setting

  12. Real time – Virtual Chat Assessment • Must be logged on for a minimum of 30 minutes. • Written comments must be substantial* • *Review syllabus for explanation. • Summary statement needed at the end of session. • Sessions archived. • Follow up comments in asynchronous discussion board.

  13. Face-to-Face Poster Presentations

  14. Learners Encouraged to Use Grading Rubric • Include rubric with assignments • Encourage learners to follow rubric when completing assignment • Have rubric attached for grading of assignment. • Give learners opportunity to respond to instructor assessment of assignment based on rubric. • Update rubric based on student feedback

  15. Online Cheating – No Problem Here!! • Professional nurses not willing to risk their careers and reputation on cheating in an online course. • Life long learning is motivation for many to be in the course – cheating would be counter productive. • Much diversity in interaction with faculty – teleconference, site visits, online discussions – cheating would be challenging.

  16. In Summary : Take Steps to STRETCH • S= sensational • T= teaching • R= requires • E= efforts • T= to • C= computerize • H= homework

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