Assessment of Student Performance in Online Courses: Paradigm and Praxis NEMAH N. HERMOSA University of the Philippines 30 July th ICTED, Quezon City, Philippines

nnh_ICTED Assessment: The Basics Assessment Various methods used to determine the extent to which students achieve intended learning outcomes of instruction. Assessment is more than grades Assessment is feedback for both instructors and students

nnh_ICTED Assessment with Purpose in Mind (Earl, 2006)

nnh_ICTED Assessment: The Basics Assessment Various methods used to determine the extent to which students achieve intended learning outcomes of instruction. Assessment is more than grades Assessment is feedback for both instructors and students Assessment drives student learning Assessment drives course development

nnh_ICTED Course Development Model (Palloff & Pratt, 2009) University Mission Program Competencies Course Outcomes ActivitiesAssessments Unit Objectives ActivitiesAssessments Unit Objectives

nnh_ICTED Backward Design Model (Adapted from Wiggins & McTighe,1998)

nnh_ICTED20107 Losses and gains? How to translate f2f forms into an online environment? New learning and assessment opportunities? Assessment Online

nnh_ICTED20108 Is the student who has enrolled in the course the one taking the exam? How do I know that students really understand what I’m teaching if I can’t see them? How can I ensure that students won’t cheat? How can I deal with plagiarism? Assessment Online

nnh_ICTED PARADIGM “The online paradigm holds that learning itself may be different in the online environment and, if that is true, then the methodology for measuring it should also be different or should measure those things that are, in fact, different.” -- Bedard-Voorhes, 2004, p. 74

nnh_ICTED PRAXIS Forms of Assessment in My Online Courses ASYNCHRONOUS Written assignments submitted through the Workbin in the course site, as attachment, or by post Participation in MyPortal discussion forums/blogs MyPortal online quizzes/exams SYNCHRONOUS Proctored exams in pre-determined venues (Learning/Testing Centers, overseas exam sites) Online proctored exams using WebCam technology

nnh_ICTED PRAXIS EDR 201 The Psychology of Reading Required course in the Diploma/MA Ed Language & Literacy Education Taken as elective by MDC, MIS, MDE and PTC students 138 students: 23 offshore (12 countries); the rest are based in different regions in the Philippines Different orientations/specializations

nnh_ICTED EDR 201 Course Site

nnh_ICTED Principle: Use assessment techniques that fit the context and align with learning objectives Unit Study Guides Expanded Course Guide

nnh_ICTED Praxis: Use of alternative assessments, such as performance-based/authentic assessments Principle: Design assessments that are clear, easy to understand, and likely to work in an online environment Detailed Assignment Guides Alternative Assignments

nnh_ICTED Principle: Design and include grading rubrics for assessment of contributions to discussion as well as for assignments, projects, and collaboration itself. Principle: Design learner-centered assessments that include self-reflection

nnh_ICTED Praxis: Inclusion of dynamic interaction, defined by a high level of interaction through discussion Discussion Thread

nnh_ICTED Praxis: Using the online environment for assessment advantage: Computer-generated and -scored tests Principle: Ask for and incorporate student input into how assessment should be conducted. EDR201QUIZ 1

nnh_ICTED Sample Rated Quiz

nnh_ICTED Praxis: Using the online environment for assessment advantage: Internet-based resources

nnh_ICTED Praxis: Dealing with plagiarism and cheating Design exams as open book Have several short assessments embedded in the course Varied and multiple means of assessment Asking students to submit sections of work as they are developed Flagging papers without citations and those using different writing style Use of plagiarism detection software Inform students of university policy

nnh_ICTED Praxis: Dealing with plagiarism and cheating PROCTORED ONLINE EXAMS

nnh_ICTED KEY PRINCIPLES in ONLINE ASSESSMENT (Palloff & Pratt, 2009) Design learner-centered assessments that align with learner-centered activities and assignments. Construct courses that contain a variety of learning activities and assessment measures that tap various learning styles and inhibit the possibilities for plagiarism and cheating Promote, use, and assess learner contributions to the discussion forum. Use rubrics that establish performance expectations and provide a sound basis for self- assessment

nnh_ICTED KEY PRINCIPLES in ONLINE ASSESSMENT (Palloff & Pratt, 2009) Provide prompt feedback on assessments and assignments Consider tests and quizzes delivered online to be “open book” measures and develop them with this factor in mind To make online assessments effective, include performance assessments, authentic assessments, projects, portfolios, self-assessments, peer assessments, and weekly assignments that include discussion assignments.

nnh_ICTED SUMMARY: Online Assessment Our basic philosophy and approach may not change, but the techniques we use to get there are likely to be different.