1. Veronica Diaz, PhD, veronica.diaz@domail.maricopa.eduveronica.diaz@domail.maricopa.edu Jennifer Strickland, PhD, jennifer.strickland@pvmail.maricopa.edujennifer.strickland@pvmail.maricopa.edu

3.  Review options for online assessment techniques  List strategies to assess student readiness for blended learning environments  Describe some ways to prepare for student crisis points

5.  Regular feedback  Various types of assessments  Low stakes  Self assessment  Automatic grading & instant feedback  Anytime, any place  Instant access to resources  Can randomly pull certain categories of questions so no two tests are alike  Can build and track portfolio and project based assessments

6.  Cheating  Quirkiness of technology  Access to online resources & paper mills

7.  Build multiple “check point” assessments  Allow open note/book timed tests  Have in-class quizzes and tests as well  Project-based assessments  Portfolio assessments  Assign group work in a wiki area that tracks student participation

8. A method used to inform you on ….  students learning  effectiveness of course content  effectiveness of teaching methods

9.  Learner-centered  Teacher-prompted  Mutually beneficial  Formative  Fast to administer  Fast to interpret  Non-threatening  Ongoing  Foster trust between student and instructor

10. Basic CAT Steps 1. Choose a learning goal to assess 2. Choose an assessment technique 3. Apply the technique 4. Analyze the data and share the results with students 5. Respond to the data, i.e., make modifications as necessary

11.  Customize to your specific needs and learning environment (f2f/online)  Should be consistent with your instructional philosophy  Test out a CAT and assess their effectiveness  Allow extra time to carry out and respond to the assessment  Let students know what you learn from their feedback and how you and they can use that information to improve learning

12.  Minute paper  Chain notes  Memory matrix  Directed paraphrasing  One-sentence summary  Exam evaluations  Application cards  Student-generated test questions  Can be easily modified or converted to an online environment

13.  Most CATs can be created using a survey tool, or just email your students questions  Polls (polldaddy.com, survey monkey, survey tool in Bb or WebCT)  Drill & practice activities with participation points (softchalk, quizzes)  Peer review & feedback

14.  Review the CATs and pick one  Identify the goal for your CAT  Develop or adapt an existing CAT for your blended course  Explain why this CAT is helpful/necessary in this particular area of the course  Explain why/where you would use this CAT in a f2f or online environment & is there a pro or a con to moving it online  How and when will students receive feedback on the CAT

15.  http://honolulu.hawaii.edu/intranet/committee s/FacDevCom/guidebk/teachtip/assess-2.htm http://honolulu.hawaii.edu/intranet/committee s/FacDevCom/guidebk/teachtip/assess-2.htm  http://www.ntlf.com/html/lib/bib/assess.htm http://www.ntlf.com/html/lib/bib/assess.htm  http://www.ntlf.com/html/sf/vc75.htm http://www.ntlf.com/html/sf/vc75.htm

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19. FORMAL  eLearning website  Screening surveys  Pre and post enrollment with feedback  Debunking incorrect impressions  Advisor meeting INFORMAL  Website  Welcome materials  FAQs  Examples  Pros/Cons  Testimonials 19

20.  Skills (reading)  Learning styles  Work and study habits  Technical requirements (hardware, software, connectivity)  Need and immediacy for course  Feedback preferences  Ability to self-help (when things are difficult)  Attitude toward the nature of learning online 20

21.  Determining who is ready  Ready now = start course  Not ready now =  Tutorials  Support  Advisor meeting  UCF Learning Online UCF Learning Online 21

22.  Take a moment to review some of the course readiness surveys  Identify 2 areas where your students might struggle  Come up with a strategy that you would offer to support students with these  How would you customize these readiness surveys for your course to further communicate to students specific success requirements 22

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25.  Moments during your course when students are most likely to need support and assistance  Example: The first time a student logs in to your course web site and cannot successfully locate the address and insert the username and password?  Identify crisis points in advance, so you can make sure that you have a plan in place to mitigate student problems and avoid frustration 25

26.  Review the sequence of learning activities and course modules you have planned  What student skills will be required to be successful  Technological skills ▪ Using course management system (tests, finding materials, email, groups, web 2.0 tools, etc.)  Learning skills ▪ Time management ▪ Ability to retain and use your course content 26

27.  Identify 4 potential student crisis points  2 technological  2 pedagogical  How will you address, support and troubleshoot your students' technological and pedagogical needs during your course 27