Assessment Online

Student Assessment Design learner-centered assessment that include self-reflection Design grading rubrics to assess discussions, assignments, projects, collaboration Include collaborative assessments through publicly posting papers along with comments from student to student Encourage students to develop skills in providing feedback Use assessment techniques that fit the context and align with learning objectives Design Assessments that are clear, easy to understand, and likely to work in the online environment Ask for and incorporate student input into how assessment should be conducted

Learner-Centered Assessment, Self-Assessment If the course is learner-centered, assessment should be too Students should get credit for self- reflection, it should be incorporated into design and expectations Collaborative activity – should always have some reflection – reflecting on process, their contribution It provides useful information to the teacher

Examples of Questions for Reflection How comfortable did you feel as a member of this group? Do you feel that all group members voices were heard and accepted? How did your group established roles and leadership? What means did you use to communicate with one another? Were they successful? How well did you work together as a team? Didi you encounter any problems as you worked together? How did you resolve them? How did you feel about this assignment? Did it help you to understand the content better? Why or why not?

Rubrics and Expectations Rubric is a tool, that “defines the performance level for each gradable activity element” They provide student with a way to evaluate their own performance If rubrics are linked to student expectations – it will make it clear for both student and the teacher

Collaborative Assessment Collaborative activities are best assessed collaboratively Instructor-driven with student input Students have more information on inner workings of a team When guided properly, they will share it Instructor retains “veto” power...

Guidelines for Student Feedback Don't just make up feedback as you go along. Plan ahead. Before you start to type, think about what you want to say. Use short paragraphs. This forces you to express yourself in minimum words. Make sure, that what you wrote is understandable. Read it aloud before sending. Don't quote long messages. Pick only parts or sentences you refer to. Simply saying that you agree doesn't add much to conversation. Explain why you agree. Make sure your message doesn't sound harsh or offensive before you send it.

Assessment that Aligns with Concepts and Objectives If assessment is an integral part of the course from the beginning, students don't see it as tiring add-on In online setting using only tests and quizzes is problematic Adding on projects, discussions, papers is more effective

Assessment of Asynchronous Discussions When Critical Thinking Occurs? When students start to use the types of interventions that an instructor would use – when they start to facilitate and focus discussion Students should reflect on their experience (journals, blogs, reflective forum) Evaluation as a whole (rubric), or post – by – post – transcript analysis

Suggestions for rubric criteria Clarity of ideas and expressions Consistency of behavior and thinking Openness to learning Evaluation of material Communication Specificity of feedback Accessibility for discussion Flexibility Risk-taking

Teacher should ask whether student postings: Effectively encourage others to learn, participate? Contribute regularly, at each important stage? Create a supportive and friendly environment? Take the initiative in responding to others?

cont... Seek to include others in discussion? Successfully overcome any private barriers to participation? Demonstrate reflective approach to using discussions? Use system in novel ways to increase their own and other student's learning?

Discussion Transcript Analysis Discussion leaves written record Counting posts is not enough Frameworks for analysis (Henri, 1992, Pen-Shaff & Nichols, 2004, Zhu, 1996, Fahy, 2005, etc.) Community of Inquiry Model (Garrison, Anderson and Archer, 2001)

Cognitive Presence Triggering Event (sense of puzzlement) Exploration (information exchange, brainstorming) Integration (connecting ideas, coming to resolutions) Resolution (applying new ideas, testing, defending solutions)

Social Presence Emotional Expression (emoticons, jokes) Open Communication (risk-free expression, sharing personal information) Group Cohesion (encouraging collaboration, referring to “us”)

Teaching Presence Design and Organization (defining and initiating discussion) Facilitating Discourse (sharing meaning, clarification) Direct Instruction (focusing discussion, telling students what to do)

CourseCP Trigger CP Exploration CP Integration CP Resolution SP Students SP Teacher TP Design TP Facilitation TP Direct Instruction Henrich 1 3.4%69.85%26.75%0% %80%100% Henrich 2 3.6%28.6%60.7%7.1% %100% Peter 13.4%61.8%29.1%2.3% %60%100% Peter 26.2%59.4%34.4%0% %42.9%85.8% Robert 115.2%60.9%23.9%0% % 100% Robert 245.5%18.2%9%0% %0%100%

Assessment Summary Collaborative work should be assessed collaboratively Instructors need to provide clear guidelines for assessment of collaborative work Use of rubrics helps to make assessment easier and more objective Students need to understand what is expected of them When assessment aligns with objectives and activities the task becomes easier

Palloff, R.M. & Pratt, K. (2005) Collaborating Online: Learning Together in Community. Jossey-Bass Conrad, R-M & Donaldson, J.A. (2004) Engaging the Online Learner: Activities and Resources for Creative Instruction. Jossey- Bass