assessment models for online discussions

7/31/2019 Assessment Models for Online Discussions

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AssessmentModels for

OnlineDiscussions

Rajdish

Singh


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I. How assessment models can help instructors?

II. Various assessment models:-

a) Gunawardena, Lowe & Andersonb) Henri's Model Of Content Analysis

c) Newman, Web, Cochrane

d) Rourke, Anderson, Garrison and Archer

e) Kirkley, Savery & Grabner-Hagen

III. Conclusion


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The use of online technologies for learning purposesare increasing at a very high rate a study by Babson

Survey Research group indicates that more than 6.1

million students took at least one online courseduring the education year of 2010: a 10.1%increase over the year before

Compared to the traditional classroom assessment,

for which instructors have more experience in, onlineassessment methods present a new set of

advantages and challengesthat instructors needto be aware of in order to better assess the work ofhis/her students


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In order for instructors to keep afloat with the increaseof students, assessments and grading work, instructors

need to armed with guidelines and methodsthat

can help them to better assess students

The assessment models are key to providing the

instructor with a systematic, effective andefficient way to assess the quality of the online work

of his/her students


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1Gunawardena, Lowe & Anderson

Phase Description Operation

1 Sharing/Comparing of

information

Statement of observation or opinion;

statement of agreement between participants

2 Discovery and exploration ofdissonance or inconsistency

among participants

Identifying areas of disagreement, asking andanswering questions to clarify disagreement

3 Negotiation of meaning/ co-

construction of knowledge

Negotiating meaning of terms and negotiation

of the relative weight to be used for various

agreement

4 Testing and modification of

proposed synthesis or

co-construction

Testing the proposed new knowledge against

existing cognitive schema, personal experience

or other sources

5 Agreement statement(s)/

application of

newly constructed meaning

Summarizing agreement and metacognitive

statements that show new knowledge

construction


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2Henri (1992)

Dimension Categories

Participation Levels of participation; Types of participation

Social Statement or part of statement not related to subject matter

Interactivity Explicit interaction: Direct response, Direct commentary

Implicit interaction: Indirect response, Indirect commentary

Independent statementCognitive Skills Elementary clarification; In-depth clarification; Inference;

Judgment; Application of strategies

Metacognitive

Knowledge and Skills

Personal; Task; Strategies; Evaluation; Planning; Regulation;

Self awareness


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3Newman, Web, Cochrane


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5Kirkley, Savery &Grabner-Hagen (1998)

Means Of Assistance Description

Scaffolding Refers to the help, guidance, assistance, suggestions,

recommendations, advice, opinions, and comments that thetutor or peer provides to help the learner master the materials

and move to a higher level of understanding

Feedback on

Performance

It is used when the tutor or students provide information

(positive or negative) on specific acts, performance, or

situations or acknowledge a contribution in reference to a given

standard or set of criteria. Often it includes grades

Cognitive Structuring It is a means of assistance whereby the tutor provides a

structure for thinking and acting that helps the learner organize

raw experience

Modelling This occurs when a tutor or more knowledgeable peer offers

behaviour for imitation


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5Kirkley, Savery &Grabner-Hagen (1998)

Means Of Assistance Description

Contingency

Management

It is used by the tutor to reward desired behaviours through

praise/encouragement, or to control undesirable behaviours

through punishment in the form of reprimand/censure

Instructing This occurs when the tutor give explicit information on specific

acts (e.g., assignments, task, group processes, etc.) It is usually

embedded in other means of assistance but is often identified

when the teacher reassumes responsibility for learningQuestioning It calls for an active linguistic and cognitive response and is

used as a prompt, to stimulate thinking and to provoke

creations by the student. If the question is meant to provide

assistance to the reader, then it is in this category


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End Of Session

assessment models for online discussions

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