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Feedback and Assessment in the Blended Course

Feedback and Assessment in the Blended Course. Tuesday, 1:30 – 3 PM Patricia McGee. This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/. Agenda.

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Feedback and Assessment in the Blended Course

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  1. Feedback and Assessment in the Blended Course Tuesday, 1:30 – 3 PM Patricia McGee This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/

  2. Agenda • Overview of Feedback • Assessment Overview • Assessment Strategies • Classroom Assessment Techniques • Self-Assessment & Reflection • Aligning Strategy with Map

  3. Feedback

  4. Student reported tech preferences The Student View of Blended Learning

  5. Learning cycle

  6. Most important tool for students Confirmation of Learning Practice Meta-cognition Active Learning

  7. Example: Distributed Feedback

  8. Activity: Where’s your feedback? eHandout

  9. Overview Overview Assessment Overview

  10. One to many • Just in time assessment • Immediacy • Focus on methods • One to one • Just in need assessment • Ambiguity • Focus on strategies

  11. Starting with Objectives • Formative: 1-2 objectives • Summative: multiple objectives • Practice vs. assessment • Classroom, online, independent levels of Bloom’s From http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

  12. Are these different for blended?

  13. McMillan, J. H. (2011). Classroom assessment: Principles and practice for effective standards-based instruction (5th edition). Allyn & Bacon.

  14. Discussion: Assessment & Bloom’s • Where does your content reside on the Bloom’s continuum? • What are most appropriate assessments? eHandout

  15. Blended Assessment Strategies

  16. What is your model?

  17. Learner-centered: Open Wiki Exam • Questions, based on the week's topic, are devised by the students—not the lecturer. • During the first six weeks of the semester, 10 students are required to post one question each week on the wiki in response to the lectures • Approximately 60 questions resulted, from which the final questions for the exam were selected. From http://www.elearnmag.org/subpage.cfm?section=articles&article=103-1

  18. 2 Track Blended Instructor as Consultant

  19. Informal Example: Week Overview

  20. Sample Map Informal

  21. Sample Map Informal

  22. Sample Map Informal

  23. Activity Consider strategies for assessment: • Your approach? • Location? • Frequency? • Feedback to learner?

  24. Classroom assessment techniques: Blended?

  25. Classroom Assessment Techniques • Quick snapshots of learner’s progress • Informal • Ungraded • Low threat and no risk • Inform instructor about student learning • Inform learner about learning progress eHandout From Classroom Assessment Techniques

  26. CAT: Chain Notes Taken verbatim from http://www.ntlf.com/html/lib/bib/assess.htm

  27. CAT: One Minute Paper Taken verbatim from http://www.ntlf.com/html/lib/bib/assess.htm

  28. CAT: Memory Matrix Taken verbatim from http://www.ntlf.com/html/lib/bib/assess.htm

  29. CAT: Prior Knowledge Taken verbatim from http://www.ntlf.com/html/lib/bib/assess.htm

  30. CAT: Empty Outlines Taken verbatim from http://www.ntlf.com/html/lib/bib/assess.htm

  31. Activity: Pick a CAT • Go to wiki • Review Classroom CATS & Online CATS handouts • Which are most applicable to your work? eHandout

  32. Self-assessment & reflection

  33. Self-Assessment & Reflection • Relates to accountability • Provides a mirror of progress to student • Instills satisfaction and supports goal-achievement • EXAMPLE: Electronic Personal Development Planning ePDP as a strategy increases learner’s awareness of themselves University of Wolverhampton

  34. Map Activity: Where is feedback & assessment? Consider: When, where, how? • Communicating progress • Communicating achievement • Self-reflection • Acknowledgement • Accountability

  35. Take-Aways • Have you built in feedback and assessment points? • Where and how does formal and informal assessment provide information to the learner? • Does assessment reflect all modes:F2F, online, blended? • In what ways are students provide opportunities to reflect upon their learning?

  36. Patricia McGee, PhD Patricia.mcgee@utsa.edu This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/

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