1. DESIGNING ASSESSMENTS FOR BLENDED LEARNING COURSES
Content Starter Set
BANDUNG, 16 MARET 2017
DESIGNING ASSESSMENTS FOR BLENDED LEARNING COURSES
Harry B. Santoso
Head of Digital Library & Distance Learning Lab
Faculty of Computer Science, Universitas Indonesia
“Let’s put a ding in online learning movement!”
DISAMPAIKAN DALAM ACARA:
Blended Learning Workshop
TELKOM UNIVERSITY

2. Agenda Points to Ponder Learning Assessments
Formal Assessments vs Informal Assessments
Formal Assessments
Quizzes
Essays
Projects/Authentic Tasks

3. Points to Ponders
Berapa banyak tes yang biasa Anda gunakan dalam satu semester?
Berapa persentase untuk tugas dan ujian?
Apa ekspektasi Anda menggunakan Online Assessment?
Bagaimana Anda akan mengimplementasikan formal dan informal assessment dalam Blended Learning course?

4. Learning Assessments
Tujuan dilakukannya assessment dalam Blended Learning, sama dengan yang lainnya, mengecek kedalaman dari student learning, yaitu sejauh mana mahasiswa kita mencapai tujuan pembelajaran.
Riley et al. (2014) menyarakan agar para instruktur (dosen) bertanya pada diri sendiri,
“How well does your course make connections between learning objectives, course activities, and selection of site tools to accomplish the assignments? How well do face-to- face and out of class time learning activities complement each other?”

5. Types of Learning Assessments
FORMAL ASSESSMENTS
Provide a systematic way to measure students’ progress
These types of assessments also contribute to the final grade which indicates a students’ mastery of the subject, e.g., midterm and final exams
INFORMAL ASSESSMENTS
Generally provide the faculty member the ability to gauge their students’ comprehension of course material. It does not involve assigning grades.
They can be used to allow students to practice the material prior to a formal assessment, e.g., self-test

6. QUIZZES/TESTS
Multiple choice and short answer tests (or quizzes) are useful for assessing students’s abilities to recognize and recall contents.
“More ways to be academically dishonest” (Watson and Sottie, 2010)

7. ESSAYS/ACADEMIC PROMPTS
Requires a subjective analysis
More difficult and time consuming to grade
Is appropriate to gauging how well students are able to apply the concepts learned in class

8. Project/Authentic Tasks
Assessment Strategies and Disciplines that may Commonly Use Them
Types of Assessment Strategy
(Text-Based)
Disciplines that might use each assessment strategy
Essay
Multiple
Glossary
Lab Manual
Physical Sciences
Computer Code
Computer Science
Technical Writing
Technical and professional writing
Reflection
Teacher education, health education, social work
Observation Log
Teacher education, nursing, laboratory sciences

9. Project/Authentic Tasks
Assessment Strategies and Disciplines that may Commonly Use Them
Types of Assessment Strategy
(Media)
Disciplines that might use each assessment strategy
Image gallery
Art, Industrial design
Web page or website
Multiple
Presentation
Business, public administration
Audio
Language acquisition
Video
Theatre arts (monologue), marketing

10. Example of Assessment Rubric Cognitive

11. Example of Assessment Rubric Psychomotor

12. Example of Assessment Rubric Affective

13. Preparing an Assignment for Assessment
Some standard items to include in your instructions for all types od online assignments:
Name of the assignment
Learning objective(s) to which this assignment relate(s)
When the assignment is due
Any resources that you recommend using to complete the assignment
Expectations (length, level of effort, number of citations required, etc)
Level of group participation (individual assignment, group projects)
Process (how students turn in assignment, if they provide peer review, how peers give feedback, how you give feedback)
Grading Criteria (include rubric if you are using one)

14. Question and Answer