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Online Assessment

Online Assessment. Dr. Joan D. McMahon Professor of Human Resource Development Towson University, Towson, MD 21252 mcmahon@towson.edu. By the end of this session, you should. Distinguish between grading and assessment.

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Online Assessment

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  1. Online Assessment Dr. Joan D. McMahon Professor of Human Resource Development Towson University, Towson, MD 21252 mcmahon@towson.edu

  2. By the end of this session, you should • Distinguish between grading and assessment. • Discern which Characteristics of Assessment can apply to your course(s). • Apply assessment methods to online teaching. • Decide which tools work best in your course to measure learning.

  3. Grading Required Standards - reliable, valid, free of bias Consider anxiety, cheating, fairness issues Assessment Not graded Can be anonymous What, how much, how well students are learning Preparing them to succeed Operational Definitions

  4. “My goal is not to fail you.”

  5. 7 Characteristics of Classroom AssessmentAngelo and Cross • Learner Centered • Teacher-Directed • Mutually Beneficial • Formative • Context-Specific • Ongoing • Rooted in Good Teaching Practice

  6. Concept Focus on learning, rather than teaching Develop meta- cognition skills: thinking about learning Online Discussion Reflections on online learning thread. Transferability thread (how does online learning help you become a lifelong learner?). 1. Learner Centered

  7. Learner Centered • What did you learn about your own learning process by taking this course? • I learned that I much prefer to work on assignments in pieces...I found that keeping a log made the writing of the • case study much easier, but, I also found that I have problems being precise in my writing. I tend to be wordy and often deviate from the APA style. It's hard to change the way you write to accommodate the APA requirements.

  8. Learner Centered • To a large degree, I am an aural learner so that I missed that element of interaction. I also respond better to f2f situations as opposed to the solitude of the on-line set-up so that maintaining motivation was an ongoing issue for me.

  9. Concepts Depends on faculty skill, experience, professional knowledge and insight. Decides on what to assess, how to assess, and how to respond to the information gained through the assessment. Not obliged to share the results with anyone outside the classroom. Midcourse assessment How am I helping you learn? What am I doing that is hindering your learning? What course corrections should be made? PQP’s 2. Teacher-Directed

  10. Praise What should the planners keep in this workshop? PQP • What are you re-thinking about your own teaching? • Question • Polish • What recommendations would you make about future workshop designs?

  11. Concept What are the essential skills and knowledge I am trying to teach? Online Surveys 3. Mutually Beneficial • How can I find out whether students are learning them? • Writing marathons • Debates • Organizational charts • Graphic organizers • How can I help students learn better?

  12. Mutually BeneficialWriting Marathon Example How are students learning the subject matter? Example of a threaded discussion • Building Teams in Cyberspace • Clarifier view of main points • Devil’s Advocate View • Story about cyberspace teams illustrating the point(s) • Summary

  13. What experiences have you had with in-class marathons?

  14. Mutually BeneficialGraphic organizer example A • How can I help them learn better? Sources of information • Ask them on a survey which ones they added of their own- • A,B,C B C

  15. Concept Improve the quality of teaching, not evaluating or grading students What, how much, and how well students are learning. Online Questions for online learning Early Mid-semester End 4. Formative

  16. What three questions from the handout would you use?

  17. Concept What works well in one classroom won’t work well in another. Culture Chemistry of the class Past experiences Online They just don’t get it! They’re so confused. 5. Context-Specific I’m confusing them!

  18. Concept The creation and maintenance of the classroom The feedback loop Online Tips for next semester Layers of the course recyled 6. Ongoing

  19. Layers of the course 3/4 through the semester what are you learning about...

  20. 7. Rooted in Good Teaching Practice • Assessment builds on good practice by • Making it more systematic • More flexible • More effective

  21. Muddiest Point about... Postings around a thread Good Practiceexamples • Writing Marathon • One “Minute” Paper • What would you do if you were {Bill}? • Assessing their own values

  22. Thanks! Dr. Joan D. McMahon http://www.towson.edu/~mcmahon mcmahon@towson.edu

  23. References • Angelo, T.A., Cross, K.P. (1993). Classroom assessment techniques. San Francisco. Jossey Bass. • Walvoord, B.E., Anderson, V.J. (1998). Effective grading: a tool for learning and assessment. San Francisco. Jossey Bass.

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