University of Maryland Educational Technology Outreach Director: Davina Pruitt-Mentle

1. UMCP Educational Technology Outreach On-line Course Assessmentand Evaluation Model2005 EDUCAUSE Mid-Atlantic Regional Conference Baltimore, Maryland January 12, 2005 University of Maryland Educational Technology OutreachDirector: Davina Pruitt-Mentle

2. Statement of the Problem Technologically mediated instruction offered at a distance has rapidly become an important component of higher education. However, faculty/instructors often find it difficult to assess student learning and outcomes when they have little, if any face to face interaction with participants. While student assessment through distance learning poses a challenge, a focus on interactivity, design strategies that help decrease student anxiety level, and multi-pronged activities and assessment measures can provide unique opportunities for detailed feedback to learners. January 12, 2005

3. Objectives Discussion of lessons learned from the evolution of the development and delivery of the University of Maryland, College of Education, Educational Technology Outreach On-line Course Assessment and Evaluation Model. January 12, 2005

4. ETO Online Course Assessment and Evaluation Model Resulted from two overarching questions: • How will our courses provide evidence of student content knowledge and skill competency to meet the NCATE review board requirements? and • Have the course content and activities actually changed participant behaviors in the classroom/workplace? NCATE=National Council on Accreditation of Teacher Education January 12, 2005

5. Evaluation Strategy • Based the conceptual framework on Kirkpatrick's Training Model (level III) • Assessment and evaluations of the on-line courses are systematic and ongoing • Are used to improve the content and delivery of the on-going and future courses • Both formative and summative evaluation protocols and instruments are used to guide the content and delivery January 12, 2005

6. On-line Course Assessment and Evaluation Model

7. All Courses Include • An on-line pre-profile “assessment” January 12, 2005

8. PT3 Pre-Assessment Survey January 12, 2005

9. All Courses Include • An introduction discussion thread - helps the instructor find out more about the particular interest and background of the participants January 12, 2005

10. All Courses Include Throughout the course real time chat room dialogue allows participants to express comments and concerns regarding the course January 12, 2005

11. Online Chat January 12, 2005

12. Formative Content Knowledge Assessments • On-going • Include a variety of formats • on-line discussion threads • mini-assignments • group work • chat room discussions • projects and papers • on-line self tests and quizzes • graded quizzes and tests January 12, 2005

13. Formative Content Knowledge Assessments January 12, 2005

14. Importance of Feedback Feedback gathered from assignments has helped in the redesign of course activities (both in the on-going course and in redesign of the same course offered later) January 12, 2005

15. Multiple Summative Evaluations • Multiple summative evaluations are also used. • the post-profile assessment, • the University’s evaluation instrument which has been recreated in the online format and can be submitted anonymously, • Two (now one) open ended discussion questions and • Completion of the How I as a Student Meet Standards Matrix January 12, 2005

16. Post-Profile Assessment January 12, 2005

17. Post-Profile Assessment January 12, 2005

18. Post-Profile Assessment January 12, 2005

19. University’s Evaluation Instrument January 12, 2005

20. Subject: Experience Reflection Message no. 378Author: Davina S. Pruitt-Mentle (EDUC477)Date: Sunday, November 30, 2003 9:50pm Please share your experiences with this course this semester. What did you expect? What did you get out of the course? What will you remember months from now? (you can either post to the discussion thread, or send an email to dp151@umail.umd.edu). Please give a critical analysis of this course, course content, course experience (including the online format). What formatting features in the instructional design would make it easier to navigate (given the WebCT format)? How many "discussions, mini exercises" etc… do you feel are appropriate each week? (remember this is a graduate course and we do not meet the 3 full hours F2F or online each week). Did you prefer the assignments separate from the discussion or embedded within the discussion section? Please indicate anything else that would be helpful towards presenting this information to others. It is understood that everyone here is an adult and professional and therefore critical analysis is appreciated and in no means will be reflected in the grade. (You can either post to the discussion thread, or send an email to dp151@umail.umd.edu) Open Ended Discussion Questions January 12, 2005

21. Open Ended Discussion Questions January 12, 2005

22. How I as a Student Meet Standards Matrix January 12, 2005

23. Changed Behaviors? • To answer the second question, “Have the course content and activities actually changed participant behaviors in the classroom/workplace”? • ETO uses follow-up surveys to see if and how students have continued to apply the knowledge/skills after course conclusion. This is done 1-2 semesters after completion of the course (via email). January 12, 2005

24. Questions? Contact Information: Davina Pruitt-Mentle Director: Educational Technology Policy, Research and Outreach University of Maryland 2127 TAWES College Park, MD 20742 (301) 405-8202 dp151@umail.umd.edu • End slide January 12, 2005