Designing an Exemplary Course. Assessment October 10, 2012

Transcription

1 Designing an Exemplary Course Assessment October 10, 2012

2 Agenda Introductions Assessment Overview Dr. Susan Zvacek Feedback Using Waypoint Outcomes Tess Bader Assessment Design Dr. Torria Bond Questions & Answers 2

3 Susan Zvacek, Ph.D. Senior Director, Teaching Excellence and Learning Technologies, Fort Hays State University, Hays, KS My focus is on instructional design and learning theory, with a special interest in assessment and higher order thinking skills. In my current job, I oversee course development for online programs and faculty develop activities for the university, along with my talented staff of 11 wonderful folks. I was honored to be a Fulbright Lecturer/Researcher to Charles University in Prague in 2006 and I continue to work with universities in Europe on projects related to teaching and learning with technology. 3

4 Tess Bader Instructional Technology Coordinator for Colorado State University-Global Campus. Nominated and presented CSU-Global s Exemplary Award winning course, English 130, at Blackboard World

5 Dr. Torria Bond Online and Professional Studies Division, California Baptist University A published writer, researcher, presenter, and award winning course designer, mentors university professors creating engaging online courses Blogs about course development and web tools at TorriaBond.Com 5

6 Assessment in Course Design What should students be able to do as a result of this instruction? What should students be doing to learn these new skills? How will you know if they ve succeeded? 6

7 Purposes for Assessment Reinforcing important concepts and skills Providing feedback to you and to the learners Diagnosing misconceptions Motivating learners to keep up Administrative purposes (e.g., placement or grading) 7

8 Effective Assessments Aligned with Outcomes Explained Clearly/Written Understandably Measure the Appropriate Skill (validity) Include Feedback Reproducible Results (reliability) Discriminate Between Knowers and Non-knowers 8

9 Grading Avoid curve grading in courses Comparing student performance to established standards (i.e., the objectives) Grades are a proxy a symbol representing what students can do 9

10 Implementing Assessments Ongoing Activities Non-graded Using Rubrics Flexibility and Structure Academic Misconduct Technical Difficulties Collaboration 10

11 Feedback using Waypoint Outcomes Tess Bader CSU Global Campus

12 Grading and assessing writing, critical thinking, information literacy, and other 21st Century skills Creating useful feedback for students Helps educators create rich, personalized feedback for students while generating meaningful data on learning outcomes Rubrics or descriptive criteria for desired outcomes are provided. Learners are directed to the appropriate objectives for each assessment. 12

13 Waypoint Dashboard

14 Paper Markup

15 Comment Library 15

16 Inline Feedback

17 The Rubric 17

18 Grading Summary

19 Student Roster reveals the status of your students assignments. It easily allows you to review your grading progress and missing assignments.

20 Self-Assessment The design of the course allows for individualized learning opportunities through mastery-based exercises. These assignments allow students to complete exercises multiple times until they have mastered the competencies for each weekly module. Courses also include applied learning activities such as critical thinking assignments. Many opportunities for self-assessment are provided. Self-assessments provide constructive, meaningful Feedback. 20

21 Mastery Exercise Graded assignments Required weekly in all undergraduate level courses Work through the MEs at their own pace until they have mastered the competencies Determine their level of knowledge and their need for additional reading or assistance 21

22 Mastery Exercises

23 Check your Understanding Non-graded exercises located throughout each module s content area Check their comprehension of each section of content 23

24 Check Your Understanding

25 Assessment Design Dr. Torria Bond California Baptist University

26 An Assessment Plan for SOC213

27 Direct Assessments

28 Embedded Assessments A way to check for understanding during the course of a lesson to determine if the pre-requisite knowledge has been attained or if review is necessary.

29 Authentic Assessment

30 Integrated Assessments

31 Questions?