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Maximizing Online Assessment Success: Tools, Techniques, Time Management

Explore the 3 T's of online assessment: Tools, Techniques, Time Management for effective evaluations and student success. Discover strategies for improved learner outcomes and instructor efficiency. Enhance your online assessment practices today!

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Maximizing Online Assessment Success: Tools, Techniques, Time Management

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  1. Part II: The 3 T’s of Online Assessment: Tools, Techniques, and (Saving) Time Curtis J. Bonk, Professor, Indiana University President, CourseShare http://php.indiana.edu/~cjbonk; cjbonk@indiana.edu Vanessa Dennen, Assistant Professor Florida State University vdennen@fsu.edu

  2. Do you have a strategic plan for evaluation and assessment?

  3. Bonk et al.’s (in press) Online Learning Assessment and Evaluation Model Bonk, C. J., Wisher, R. A. & Champagne, M. V. (in press). Toward a comprehensive model of e-learning evaluation: The Components.

  4. What to Evaluate? • Learner—attitudes, learning, jobs. • Instructor—popularity, course enrollments. • Training—internal and external. • Task--relevance, interactivity, collaborative. • Tool--usable, learner-centered, friendly, supportive. • Course—interactivity, completion rates. • Program—growth, long-range plans. • Organization or University—cost-benefit, policies, vision.

  5. Measures of Student Success(Focus groups, interviews, observations, surveys, exams, records) • Increased Comprehension & Achievement • High Student Attitudes • High Retention, Completion Rates in Program • Jobs Obtained, Internships • Enrollment Trends for Next Semester • Grades, Achievement, Certifications • Computer Log Activity; e.g., Number of Posts, Participation, Messages/day, Time in System

  6. 1. Student High-End Success • Message complexity, depth, interactivity, questioning • Collaboration skills • Problem finding/solving and critical thinking • Challenging and debating others • Case-based reasoning, critical thinking measures • Portfolios, performances, PBL activities

  7. Assessments Possible • Quizzes and Tests • Peer Feedback, Mentoring, Responsiveness • Tasks Attempted or Completed, Usage, etc. • Discussion/Forum Participation • Writing, Blogs, Weekly Reflections • Cases and Problems • Group Work • Web Resource Explorations & Evaluations • Performances, Portfolios, etc.

  8. Issues to Consider… • Bonus pts for participation? • Pts for peer evaluation of work? • Assess improvement? • Are tests timed? Allow retakes if lose connection? How many retakes? • Give unlimited time to complete? • Cheating? Is it really that student? • How measure competency and demonstrate learning online?

  9. 2. Instructor Success • High student evals, more signing up, student recommendations • High student completion rates • Utilize Web to share teaching • Course recognized with awards

  10. 3. Training: Outside Support • Training (FacultyTraining.net) • Courses & Certificates (JIU, e-education) • Reports, Newsletters, & Pubs • Aggregators of Info(CourseShare, Merlot) • Global Forums (FacultyOnline.com; GEN) • Resources, Guides/Tips, Link Collections, Online Journals, Library Resources

  11. 3. TrainingInside Support… • Instructional Consulting • Mentoring (strategic planning $) • Small Pots of Funding • Laptops • Summer and Year Round Workshops • Colloquiums, Tech Showcases, Guest Speakers, Awards, Recognitions • Newsletters, guides, active learning grants, annual reports, faculty development, brown bags

  12. RIDIC5-ULO3US Model of Technology Use 4. Tasks (RIDIC): • Relevance • Individualization • Depth of Discussion • Interactivity • Collaboration-Control-Choice-Constructivistic-Community

  13. RIDIC5-ULO3US Model of Technology Use 5. Tech Tools (ULOUS): • Utility/Usable • Learner-Centeredness • Opportunities with Outsiders Online • Ultra Friendly • Supportive

  14. 6. Course Success • Few technological glitches/bugs • Adequate online support • Increasing enrollment trends • Course quality (interactivity rating) • Monies paid • Accepted by other programs

  15. 7. Online Program or Course Budget(i.e., how pay, how large is course, tech fees charged, # of courses, tuition rate, etc.) • Indirect Costs: learner disk space, phone, accreditation, integration with existing technology, library resources, on site orientation & tech training, faculty training, office space • Direct Costs: courseware, instructor, help desk, books, seat time, bandwidth and data communications, server, server back-up, course developers, postage

  16. 7. Program:Online Content Considerations • Self-Paced or Live mentors? • Interactive or content dumping? • Individual or Collaborative? • Lecture or problem-based learning? • Factual or performance assessment?

  17. 8. Institutional Success • E-Enrollments from • new students, alumni, existing students • Additional grants, new State monies • Press, publication, partners, attention • Cost-Benefit model, ROI • Faculty attitudes, training, support • Acceptable policies, ADL compliant

  18. Let’s Focus at the Individual LevelWhat Online Testing Tools Do You Use?

  19. What Can Online Tests Do? • Assess student progress • Allow for self-assessment • Provide standards for success • Timed testing and retesting • Opportunity for instructor commenting

  20. Test Selection Criteria (Hezel, 1999) • Easy to Configure Items and Test • Handle Symbols • Scheduling of Feedback (immediate?) • Provides Clear Input of Dates for Exam • Easy to Pick Items for Randomizing • Randomize Answers Within a Question • Weighting of Answer Options

  21. More Test Selection Criteria • Recording of Multiple Submissions • Timed Tests • Comprehensive Statistics • Summarize in Portfolio and/or Gradebook • Confirmation of Test Submission

  22. More Test Selection Criteria(Perry & Colon, 2001) • Supports multiple items types—multiple choice, true-false, essay, keyword • Can easily modify or delete items • Incorporate graphic or audio elements? • Control over number of times students can submit an activity or test • Provides feedback for each response

  23. More Test Selection Criteria(Perry & Colon, 2001) • Flexible scoring—score first, last, or average submission • Flexible reporting—by individual or by item and cross tabulations. • Outputs data for further analysis • Provides item analysis statistics (e.g., Test Item Frequency Distributions).

  24. How Use Technology to Assess?

  25. What Assess Online? • Traditional Online Exams • Self-Test Exams • Learner-Content Interactions • Guided Explorations: Virtual Tours and Timelines • Cases and Vignettes • Blogs • Chats with Visual Representations • Soft Skill Simulations • Virtual Reality and Role Play Simulations • Cyber Fashion Shows & Music Performance

  26. 1. Traditional Online Testing

  27. Using WebCT Quizzes in a High-Demand Environment(Brothen & Wambach, Technology Source, May/June 2003) “Several reviews and meta-analyses…have found superior student learning in PSI compared to traditional lecture/discussion methods.” Here, students read a textbook and when they are ready, they take chapter quizzes; after they master one chapter, they move on to the next.”

  28. 2. Online Self-Testing

  29. 3. Learner-Content Interactions (Option 6 Designers)

  30. 4. Guided Explorations: Virtual Tours and Timelines

  31. 4. Guided Explorations: Interactive Adventure Content (Andrew Revkin, New York Times, May 25, 2003)

  32. 5. Case-Based Learning: My Patient.com and SimTeacher

  33. 6. Blogs (diaries, writing)

  34. 7. Visual with Chat: Learningbydoing.net Participants: a facilitator of online therapy, students at all levels, a doctoral candidate in DE, administrators, teachers, lecturers, researchers, a physicists, a professor of Psychology, a professor of Mathematics, a consultant in training, an HR trainer, and a psychotherapist. We were located in Herzelia, a beach town north of Tel Aviv, Stanford California, Baltimore, Montreal, and Ismir, Turkey.

  35. Games and Simulations “There’s something new on the horizon, though: computer-based soft skills simulations, which let learners practice skills such as negotiation and team building.” Clark Aldrich, The State of Simulations, Sept. 2001, Online Learning

  36. 8. Simulations: Virtual Univ Adminstrator & Virtual Leader

  37. 9. Virtual Worlds/Virtual Reality • Avatars--representations of people • Objects--representations of objects • Maps--the landscape which can be explored • Bots--artificial intelligence

  38. 10. Online Performances(e.g., Cyber Fashion Shows)

  39. Which might you use? How would you use?

  40. Online Survey Tools for Assessment

  41. Sample Survey Tools • Zoomerang (http://www.zoomerang.com) • SurveyMonkey (http://surveymonkey.com) • QuestionMark(http://www.questionmark.com/home.html) • Survey Solutions from Perseus (http://www.perseusdevelopment.com/fromsurv.htm) • Infopoll (http://www.infopoll.com)

  42. Sample Survey Tools • Active Feedback • (http://www.activefeedback.com/af) • SurveyKey • (http://www.surveykey.com) • EZSurvey from Raosoft • (http://www.raosoft.com/) • SurveyShare (http://SurveyShare.com; from Courseshare.com)

  43. Survey Student Opinions (e.g., InfoPoll, SurveySolutions, Zoomerang, SurveyShare.com)

  44. Online Survey in Blackboard

  45. Web-Based Survey Advantages • Faster collection of data • Standardized collection format • Computer graphics may reduce fatigue • Computer controlled branching and skip sections • Easy to answer clicking • Wider distribution of respondents

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