1. Adapted from “Best Practices for Student Learning, Assessment in Online Courses”“Best Practices for Student Learning, Assessment in Online Courses”

2. Specific and Measurable Can use a variety of assessments to verify achievement of the learning outcomes Formative and Summative

3. Provide faculty & students with regular feedback on mastery of course module outcomes; faculty use results to refine instruction & students rely on results to identify areas for further study I consider all Moodle quizzes, crossword puzzles, most online assignments to be formative Weekly modules Essentially open-book Low stakes points

4. Results used to assign grades & make summary conclusions about course outcome mastery; goal is not diagnostic feedback but accountability Written exams, major projects and papers, final practical exams

5. Recommendations High stakes exams NOT online Exams weighted at 150% & higher grading scale i.e. 92% for “A” Offset “extra” formative assessment points Address potential issues related to plagiarism and cheating with projects and papers Include statements: Any evidence of plagiarism or copying from another student will result in a zero for this assignment and any others in the course and students may be referred to the Dean of Student Affairs for further sanctions. TurnitIn- requesting in next budget cycle

6. Discussion posts Quizzes SoftChalk Video critiques Self assessment and video of technique performed Peer review Weekly competency evaluations

7. Midterm and final exams Papers Projects Portfolios Presentations Lab Practicals CCA

8.  Optimal strategy is to use a variety of assessment techniques to measure student learning  Reserve constructed response assessments & simulations to measure higher-order skills & competencies  Employ fixed-choice assessments to test knowledge & lower-order skills

9. Constructed responses require students to "construct" or develop their own answers without the benefit of any suggestions or choices. Students generate and intertwine their ideas into a response that is directly related to the item. Students generate a response in the form of a few sentences, a graphic organizer, or a simple drawing/diagram with explanation.

10.  Fixed-choice assessments, constructed response measures, & simulations may be used for formative & summative purposes  Online discussions & brief fixed-choice assessments ideally suited for formative assessment goals  i.e. Moodle quizzes  Constructed response exercises requiring integration of course content appropriate for summative evaluation

11.  Knowledge: multiple-choice, true/false, matching, fill in the blank, short answer  Application: multiple-choice, short answer, essay  Analysis and higher order behaviors: multiple- choice, essay, project, portfolio, simulation, presentation, paper

12. Assessment: Formative & Summative Purpose: Foster Critical Thinking Clinical Decision Making Example: Moodle Lesson Case Studies 102 Group Case Study Individual Case Study

13. Assessment: Formative Purpose: Assess skills Reflect on experiences Critically think Apply newly learned content Example: Video critique Rubric

14. Assessment: Formative Purpose: Critically think Interact with classmates Example: Moodle Complications and Contraindications

15. Assessment: Summative Purpose: Critically think Reflect on original ideas Tie in literature Example: Chiropractors and Adverse Drug Events (Pharmacology paper) Chiropractors and Adverse Drug Events (Pharmacology paper)