1. Bridget Arend University of Denver
If You Grade it Will They Learn? A Study About Assessment in Online Courses
Bridget Arend
University of Denver
Bridget Arend, University of Denver Sloan-C Conference

2. Why is assessment important?
Behavioral to cognitive
Admin/teacher-centered to learner-centered
Quantitative to qualitative
Bridget Arend, University of Denver Sloan-C Conference

3. “Will this be on the test?”

4. Importance of assessment
Students typically concentrate their efforts on whatever content or cognitive skills they believe will be tested (Black & William, 1998; Bull & McKenna, 2004, Shepard, 2000)
Different forms of assessment encourage different types of learning (Gipps, 1994; Hynd et al., 2000; McKeachie et al., 1986; Pintrich, 1989)
The form of an exam or essay question can affect how students study (Entwistle, 1996)
The nature of online discussion questions influence the types of responses (Meyer, 2004)
Q to group – does this seem true based on your experiences?
What examples can you share where students adapt to your assignments or tests?
Bridget Arend, University of Denver Sloan-C Conference

5. Criticisms of HE Assessment
Classroom assessment often encourages superficial and rote learning (Black & William, 1998)
Grading is over-emphasized while learning is under-emphasized (Assessment Reform Group, 1999)
Higher education instructors do not give priority to providing feedback to students on their learning (Cross, 1988)

6. The Big Lesson From the Literature:
Assessment for learning
rather than
assessment of learning
Bridget Arend, University of Denver Sloan-C Conference

7. Are online assessment
practices different?

8. Dissertation Study Site = CCCOnline Two phase, mixed-method design
Phase I/Quantitative = 60 courses across disciplines
Surveys of 411 students and 51 instructors
60 course observations
Phase II/Qualitative = follow up of 9 courses
/phone interviews with 29 students and 8 instructors
9 course observations

9. Assessment Practices
Summative and Formative Assessment

10. Summative Assessment
Thomas Angelo’s framework of AAHE’s 9 Principles of Good Practice for Assessing Student Learning (1992) Principle #2
Use multiple methods
Assess multiple dimensions
Use multiple assessors
Assess over time

11. Study Findings A “typical” online course:
29 assignments using 5 different methods
Students use a variety of learning strategies
65% use non-graded assignments,
No peer/group work
Assignments due 10 out of 15 weeks

12. Formative Assessment Non-graded assignments
What makes formative assessment successful?
Frequent and timely feedback
Precise feedback
Students using feedback
Changing course content or teaching methods when needed

13. Study Findings A “typical” course: 7 non-graded assignments
Instructor interacts with each student at least 20 times, responds within hours
Instructors give precise feedback 96% of the time
Instructors/students use feedback to improve course/learning only half of the time
Even with rubrics, students wonder why they got a certain grade

14. Study Findings Critical Thinking Strategies Positively related
Discussions
Written assignments
(Problem assignments,
Journals)
Negatively Related
Finals/Midterms
Non-graded assignments
(Knowledge-based, multiple-choice questions)

15. Study Highlights Discussions Play informal, formative role
Instructor role = neutral, participate infrequently, probe/challenge students

16. Study Highlights Knowledge-Based, Multiple-Choice Exams
Least useful for understanding student knowledge
Instructors use as discipline tool or because they are supposed to
Has evolved from summative to formative role

17. Take-aways

18. Thank you! Bridget Arend University of Denver bridget.arend@du.edu