1. carleton.ca/edc EDUCATIONAL DEVELOPMENT CENTRE How to Assess? Live and online assessment strategies TEACHING & TECHNOLOGY Kirk Davies – kirk.davies@carleton.ca Slides Adapted from Patrick Lyons (Fall 2011) & Andrew Barrett (Fall 2012)

2. carleton.ca/edc EDUCATIONAL DEVELOPMENT CENTRE AGENDA o Icebreaker o Educational Technology Tools o What assessment tools are available? o Examples o How to choose

3. carleton.ca/edc EDUCATIONAL DEVELOPMENT CENTRE LEARNING OUTCOMES o Distinguish between assessment tools o Address concerns regarding the implementation of assessment tools o Outline how to choose technology for the classroom

4. carleton.ca/edc EDUCATIONAL DEVELOPMENT CENTRE ICEBREAKER Mis-computer-cation: o Get into groups of three o Think about your most embarrassing/frustrating situation while using technology o Share with your group and with the rest of the class if you dare!

5. carleton.ca/edc EDUCATIONAL DEVELOPMENT CENTRE THE SECRET… 1) Easy 2) Goal/Purpose 3) Integrate 4) Model/Participate

6. carleton.ca/edc EDUCATIONAL DEVELOPMENT CENTRE WHAT ASSESSMENT TOOLS ARE AT CARLETON? Online o cuLearn (assignments, quizzes, etc.) o cuPortfolio / Online publishing (blogs) o Online communication with students: Synchronous and Asynchronous (Discussions/Chat/web classroom) o Students working collaboratively (wiki, Google Docs, workshop) o 3D environments…

7. carleton.ca/edc EDUCATIONAL DEVELOPMENT CENTRE WHAT ASSESSMENT TOOLS ARE AT CARLETON? Devices & Software Tools o Scantron / Scanning o Mobile computing (cell phone & tablets) o SmartBoards o Engagement or Distraction: Laptops/devices in class o Clickers - Surveys / Assessments (Midterms/tests) o Accessibility / Distribution of materials

8. carleton.ca/edc EDUCATIONAL DEVELOPMENT CENTRE CULEARN TOOLS o Quizzes Multiple question types; many variations o Assignments Group or individual Online text or file submission o Lessons o Workshops (in testing)

9. carleton.ca/edc EDUCATIONAL DEVELOPMENT CENTRE CUPORTFOLIO cuPortfolio is a tool that helps students: o Document their learning, skills, accomplishments and progress o Reflect on their learning and professional growth o Engage in integrative learning – making connections between academic, professional and personal experiences o Personalize their learning – take control and be active agents in their own learning o Identify and articulate competencies developed throughout their education o Provide evidence of their academic and professional experiences o Develop an academic and professional identity

10. carleton.ca/edc EDUCATIONAL DEVELOPMENT CENTRE USING DISCUSSION BOARDS & DATABASES o To assess participation/contribution Quality vs quantity o To assess comprehension of subject matter o For peer review Engage students with their peers to engage them in the material

11. carleton.ca/edc EDUCATIONAL DEVELOPMENT CENTRE CLICKERS / POLLEVERYWHERE.COM o Usually used a formative assessment in class Check for Understanding Immediate Course Feedback Class Discussion Participation and Attendance Course Quiz

12. carleton.ca/edc EDUCATIONAL DEVELOPMENT CENTRE ASPECTS TO CONSIDER WHEN CHOOSING TECHNOLOGY FOR ASSESSMENT People Roles Subgroups Individuality Group Processes Norms/Conduct Trust Partners Technology Ease of use Requirements

13. carleton.ca/edc EDUCATIONAL DEVELOPMENT CENTRE SECTIONS MODEL o Framework for selecting and using educational technology called the SECTIONS model. Bates & Poole (2003) o Using this model offers analysis for what technology would be best, based on your needs. This model can be used at levels, from administration-level strategy to course-level tactics

14. carleton.ca/edc EDUCATIONAL DEVELOPMENT CENTRE SECTIONS MODEL o What is the SECTIONS model? o S - Students: Who are the students and what do we know about them? How appropriate is the technology for this group? o E - Ease of Use and Reliability: Teachers and students must be able to use the technology without difficulty or it will detract from the actual learning. o C - Costs: How much will the technology cost in overall terms and per user? o T - Teaching and learning: What instructional needs are there? What kinds of learning are needed? What technology will best support these needs? o I - Interactivity: What kind of interaction does the technology allow? o O - Organizational Issues: What requirements or barriers has the institution placed on technology use? How can these be met or removed? Are any organizational changes required? o N - Novelty: Is the technology new? How proven is it? o S - Speed: How quickly can this technology be implemented into a course? How quickly can changes be made if required?

15. carleton.ca/edc EDUCATIONAL DEVELOPMENT CENTRE SECTIONS MODEL Bates, A. W., & Poole, G. (2003). A framework for selecting and using technology. In Effective teaching with technology in higher education (pp. 75-105). San Francisco: Jossey Bass.A framework for selecting and using technology. Please view this website for more detail on how to use the SECTIONS model in your course: http://wiki.ubc.ca/images/1/19/SECTIONS_Frame work.pdf http://wiki.ubc.ca/images/1/19/SECTIONS_Frame work.pdf

16. carleton.ca/edc EDUCATIONAL DEVELOPMENT CENTRE THE SECRET… 1) Easy 2) Goal/Purpose 3) Integrate 4) Model/Participate

17. carleton.ca/edc EDUCATIONAL DEVELOPMENT CENTRE THANK YOU o EDC supports a number of online and in-class assessment tools, if you have an idea or would like to implement a tool in your course, please don’t hesitate to contact us and we will be glad to help you out. edc@carleton.ca