assessment evaluationblendedteaching
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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?
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