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Developing an Assessment Plan for Your Online/Blended Course
Catherine Overson, Associate and Current Interim Director, CEITL
Elizabeth Tappin, Student Learning Outcomes Assessment Coordinator, CEITL
Talk about Teaching, Summer SeriesJune 25, 2020
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Course Assessments
SummativeFormative• Mid-term Assessment
Process (MAP)• Student Perception
Surveys• Classroom/Learning
Assessment Techniques (CATs and LATs)
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Summative Assessments
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Performance Assessments
Exams
Individual Assignments
Group Assignments
Quizzes
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Assessing Mastery
Frequent Quizzing
Paper(s)
Discussion Forums
Project Student Blogs
Conference Day
E-Portfolio (annotated)
Curating Platform
Assignment
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Formative Assessments
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Mid-Course Assessment (MAP)
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Benefits
Students are given a strong message that professor is interested in knowing
how they are doing in the course.
Mid-semester feedback
about how the course is going
what is working, what is not
working
suggestions for improvement
in time to make adjustments to the course, if
necessary.
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MAP Procedure
• MAPs can be conducted for all courses regardless of delivery• Face-face; online; blended, etc.
• Conducted online (outside on Canvas) via a Qualtrics link• Anonymous responses are collected and
categorized into a confidential report shared only with the MAP-requesting professor• A report is generated when one or more
responses are received• Each report comes with an opportunity, upon
request, for a consultation
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How to Request a MAP
• Professor completes and submits the online Schedule-a-MAP form https://www.unh.edu/cetl/schedule-map-summer-2020• Standard MAP Questions:
1. What has been the most helpful to your learning in this course so far?
2. What has been the least helpful to your learning in this course so far?
3. What suggestions do you have to improve this course?
• Questions can be added, modified and/or removed• MAP request is confirmed by CEITL, followed by
instructions on how to proceed
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Student Perception Surveys
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Measuring Students’ Online Experience
• 19 items
Online Student Engagement Scale (Dixson, M. D., 2015):
• 17 items• Instructional design and
organization• Facilitating discourse• Direct instruction
Online Teaching Presence Scale (Shea, P., Li, C. S., & Pickett, A., 2006):
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Learning Assessment Techniques
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Resource
• Barkley, Elizabeth F; Major, Claire H Hoboken: John Wiley & Sons, Incorporated, Jan 19, 2016.• ProQuest:https://search-proquest-com.unh.idm.oclc.org/docview/2132090539/201B12ECAC864259PQ/6/thumbnail?accountid=14612
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Identifying Course GoalsThe Teaching Goals Inventory Thomas A. Angelo and K. Patricia Cross
The Learning Goals Inventory Elizabeth Barkley and Claire Howell Major
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Classroom Assessment
Identify Learning Goals
Implement Learning Activities
Assess Learning Outcomes
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Classroom Assessment
Learner-centered:• Metacognitive skills
Teacher-directed:• What to assess • How to assess• How to respond
Formative
Context-specific
Ongoing
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Selecting a LAT
Instructional Context
Traditional classroom
Online courses
Collaborative courses
Flipped classroom
Large classes
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Selecting a LAT
Instructional Element
Assessing course content
Learning artifact
Purpose of assessment
Assessment complexity
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What You Might Assess
• Course-related knowledge and skills• Prior knowledge• Minute paper• Muddiest point• Concept maps
• Learner attitudes• Self-confidence• Goal ranking and matching
• Integration skills• Case study• Contemporary issues journal
• Application skills• What’s the problem?• Prediction guide
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Implementing a LAT
Preparing• Rubrics• Student Self/peer-
evaluation forms• Introducing the activity• Provide information
about the activity
Facilitating• Clarify and review
activity• Respond to students’
activity• Summarize and
synthesize responses
Concluding• Acknowledge the end
of the activity• Summarize main points• Relate to subsequent
activities or course content
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The LAT Cycle• Learning Goal/Objective• Reason for assessmentPhase 1: Plan
• Select a LAT• Implement a Lat
Phase 2: Implement
• Analyze/report results• “Close the Loop:” evaluate and
make changes to improve learning
Phase 3: Respond