Assessment and Evaluation in

Blended TeachingSummer Teaching Innovations

AcademyJune 6, 2012

Assessment vs. Evaluation

O Assessing student learningO determining the quality of student

work

O Evaluating your courseO determining the worth or

effectiveness of course design or teaching

How do you Assess Students?

Assessing Students Online

O Considering offering traditional forms of assessment in BlackboardO Rote learningO Simple assessment of masteryO Replace valuable class time with

online assessmentsO Low stakes and frequent

Documents Process and Product

O Instructors are able to monitor learning before final product is due

O Offer help before final product is due

New Forms of Assessments

O Assessments may be offered in new ways through online or blended teachingO students can bring in additional

resources on discussion forumsO students “rehearse” a team project

online and then present in the f2f session

O Group work is much easier to documentO the entire process is documented

Types of Online Assessments

O Self Assessment: PracticeO Graded Assessment: Pre-test/Post-

testO Course Assessment: FormativeO Course Assessment: Summative

Tools for Assessment O CATS – Classroom Assessment Techniques

O very brief writing assignmentsO let’s you know how students think and feelO complete as soon as a module is done (or

during)O designed to provide immediate feedback for

both students and instructorsO lets you know if your teaching is

accomplishing what students are supposed to be learning

O provides a clear understanding of students learning so you can adjust teaching

Benefits of CATSO Less instructor prep timeO Students feel more connectedO Demonstrates instructor’s

investment in students learningO Students become monitors of their

own learning

Examples of CATSO Muddiest Point

O What has been the muddiest point so far in this module? That is what remains the least clear to you?

O One Minute PaperO What is the one thing you learned in this

module that you did not know when you started? or What are the 2 (or 3,4,5) most significant (insert another word such as surprising) things that you learned during this module?

The Blooming Minute Paper

Knowledge Repeat

Understanding Explain Explain Explain

Application Use Use Use Give

Examples Examples Illustrate Illustrate Illustrate

Analysis Differentiate Differentiate

Compare

Synthesis Collect Arrange Create Create Create Create Set up

Construct Construct

Design

Evaluation

More CATSO One Sentence Summary

O Students summarize knowledge of a topic by constructing a single sentence answering, “Who does what to whom, when, where, how and why?”

O Student Generated Test QuestionsO Students write test questions and

model answers for specific topics in a format consistent with course exams.

How to Use a CATO Explain the purpose to your studentsO Build it into your course as part of

instruction and assessmentO Administer CAT online O Summarize the responses and act on

themO Award small amounts of credit for

completion

Selecting a CATO You should first determine the nature

of the material that you wish to assess

O Three broad categories:O Course Related Knowledge and SkillsO Learner Attitudes, Values, and Self

AwarenessO Learner Reaction to Instruction

More Tools for Assessment

O RubricsO scoring guides used in assessmentO designed to make instructor

expectations about student performance explicit

O Provides clear, well defined feedback to students

Teaching and Learning Benefits of Rubrics

O Instructors are able to assess consistently through objective criteriaO avoids grading “drift”

O Eases workload for instructorsO Knowing instructors expectations

improves student performanceO Motivational tool for student because

performance level is definedO consider providing students with

examples

Common Elements of a Rubric

Basic Types of RubricsO Analytical rubrics identify and

assess components of a finished product

O Holistic rubrics provide a general assessment of performance

O Checklists provide a simple list of expectations

Analytical Rubric

Holistic Rubric

Simple ChecklistO a simple list of criteria and possibly a

rating scale

ConclusionsO CATS and Rubrics

O provide feedback to the instructor and students

O reduces instructor workload by providing solid information

O avoids the high stakes catastrophic assessment that more often terminated learning rather than extending it

O encourages instructors and students to engage in dialogue about the course