W.P. Carey Online Academic Services

 Time  Resources  Methods  Availability  Current mindset for WPC-all online testing will be conducted online, no campus proctored exams

 Effective assessments must be embedded in and aligned with the design of the course (Angelo & Cross, 1993) ◦ Learner centered ◦ Teacher-directed ◦ Mutually beneficial ◦ Formative ◦ Context-specific ◦ Ongoing ◦ Rooted in good practice

 Design learner-centered assessment that include self-reflection  Design and use grading rubrics for discussion, assignments, projects and collaboration  Use collaborative assignments (peer-reviewed papers)  Encourage students to develop skills in providing feedback by modeling good feedback

 Use assessment techniques that fit the context and align with the learning objectives  Design assessments that are clear, easy to understand, and likely to work in an online environment  Ask for and incorporate student input into how assessment should be conducted

 Multiple choice ◦ Easy to grade ◦ Easy to administer ◦ Subject to security issues ◦ Test banks need to be large to avoid issues ◦ Tend to only test the lower cognitive domains  Short answer/Essay ◦ Can test higher cognitive domains ◦ Security issues are less ◦ Grading is more difficult

 Assess learning at more frequent intervals  Can be linked to Blackboard gradebook  Encourage participation  Peer-review possible

 Using any of these can decrease the reliance on testing  Peer-reviews can make grading easier  Can link outside work into Blackboard or Google Docs

 WPC is testing authentication software  If using written exams, prior written work in the classroom can be used for comparison  Best practices in online are to have more assessments with fewer points per assignment

 Angelo, T. & Cross, K. P. (1993). Classroom assessment techniques. San Francisco: Jossey-Bass.  Palloff, R. & Pratt, K. (2009). Assessing the online learner. San Francisco: Jossey-Bass.