Online Assessment
Contents
1. could be analogous to long term memory where you store all those things that you ve tested out and are happy with for now e Inthe context of learning interventions am working on using blogs as a form of learning journal where students can record their reflections and share these with their colleagues use wikis quite VOU CENTER FOR TEACHING EXCELLENCE GD Online Teaching and Learning Resource Guide Page 99 differently as a sort of archive to which all students contribute that can act as a source of reference to all future students In fact because the terms blog and wiki can put some people off sometimes substitute the terms learning journal and learning archive More on blogs and wikis is provided in the Technology Toolbox section Formative Assessment Techniques Online Surveys Blackboard includes a survey tool that provides a wizard type interface to guide instructors step by step through the process of creating a survey in Blackboard Surveys are essentially ungraded anonymous tests in Blackboard Of course there are other online survey tools such as SurveyMonkey and PollDaddy Whether using Blackboard SurveyMonkey or Polldaddy surveys provide an easy way for you to get feedback from students on new instructional strategies activities or assignments Whether a brief mid course check in or a more comprehensive end of course survey to supplement the standard course evaluation surveys provide a2. non graded anonymous in class activities that give both you and your students useful feedback on the teaching learning process TECHNIQUES l A Handbook for CATs differ from tests and other forms of student assessment in that they 4 College Teachers are aimed at course improvement rather than at assigning grades The y primary goal is to better understand your students learning and so to improve your teaching SECGAMD ERITIGH Using CATs is a three step process Plan Implement Respond e Decide what you want to learn from a classroom assessment Choose a Classroom Assessment Technique CAT that provides this feedback is consistent with your teaching style and can be easily implemented in your class e Explain the purpose of the activity to students then conduct it e After class review the results and decide what changes if any to make Let your students know what you learned from the CAT and how you will use this information The book by Angelo and Cross contain fifty CATs which can be used for assessing prior knowledge or assessing student skills A number of these time tested CATs can be modified for use with an online class e Minute Papers In class faculty typically use the final few minutes of class to collect their students responses to two questions 1 What was the most important thing you learned during this class and 2 What important question remains unanswered This could be adapted to an online c
3. Select button next to the Course Coordinator role for the course you wish to work in e This course will now be displayed Edit Course e The Course Editor is where you can upload import and create documents for your course e Ifyou are not already at the Course Editor click the Edit Course link from the Inline Menu or Main Menu e You can use folders to organize your course in terms of Homework Sets Chapters and Units After creating a folder Ex Unit 1 click on the folder icon to enter the folder and create a sub folder Ex Chapter 1 NOTE You cannot drag and drop resources If you add a resource to the wrong folder use the Cut link before the resource name Navigate to the folder you wish to paste the resource and click the Paste button Special Documents By clicking on the corresponding button you can add a new folder syllabus simple page navigate contents page simple problem document drop box and more Click the New Folder button to add folders in your course For example you can create a folder called Homework Set 1 and import homework problems to that folder Clicking the Navigate Contents button will add a Navigate Course Contents resource page to your course This is a good first resource for your course because it displays all of your course contents such as your syllabus and problems sets Importing Published Documents VOU CENTER FOR TEACHING EXCELLENCE GD Online Teaching and Learni
4. a 5a a b t a c cos a h c k exp k t 3 b t 2 Submit Answer Tries 0 99 LON CAPA can accept and grade multi dimensional symbolic answers including mathematical equivalence In this example the functions in the vector are randomized You were diving along the highway when you spotted a police officer ou brake to slow down at a constant rate Your position at a time interval of 0 40 s is plotted along x a Find the initial velocity before you apply the brakes b Find your acceleration Time interval 0 4 HEE HE E H x m Submit All Answers In this example the student can see the plot build up over time The parameters for this plotting applet are randomized There are multiple answer fields which require physical units in the answer The diagram to the left is a thumbnail version of a Z scheme or Z diagram because when you look at the diagram side ways you can see a Z with a little tail The Z diagram illustrates the energy level of the electrons moving through the electron transport chain Trace the Z with your mouse to be sure you understand Use this diagram to complete the following exercise Match the correct number on the figure to the statements below Some numbers may not be used at all fi B Where do electrons first get energized corresponding to excitement of PS II by light energy 2 T Where do electrons get energized by sunlight a second time corresponding to PS 1 3 7 Wh
5. convenient method for you if you wanted to include student reaction and feedback in their assessment and evaluation activities Online surveys can provide information on student perceptions emotions feeling attitudes of their classroom experience For example it can reveal perceptions on e the content of a course e specific components of a course e course components which aid or are detrimental to learning e the effects of course innovations Using online surveys for an attitudinal survey may also focus on students needs in taking a course how well those needs are met student interest in or appreciation for the subject matter or field student confidence in their ability to perform in a course or their beliefs about the nature of the discipline itself e g e the nature of a discipline chemistry physics mathematics engineering e the nature of learning within a discipline e their ability to learn within a course e useful strategies for learning within a course or discipline e their own learning style or preferences for learning Although surveys are always anonymous individual responses aren t linked to individual students the Blackboard survey does place a check by the student s name in the instructor s gradebook when the survey is completed This allows for follow up by you to drive up completion rates A survey can be useful for gauging the entire class s grasp of course concepts since survey answers are aggregated Beca
6. grade will not be displayed in the Gradebook Test Feedback Select which feedback should be displayed upon completion Score oO Submitted answers O Correct Answers Fi Feedback Test Presentation Presentation Mode All at Once Present the entire Test on one screen One ata Time Present one question at a time C Prohibit Backtracking Prevent changing the answer to a question that has already been submitted C Randomize Questions Randomize questions for each Test attempt Submit Formative Assessment Techniques Online StudyMate StudyMate made by eee StudyM ate Respondus allows faculty to repurpose their assessment questions into educational games such as crossword puzzles flashcards or even a variation of Correct 0 Missed 0 Jeopardy Played in Flash format these games are compatible in both Solve Puzzie_ Next Puzzle _ PC and Mac computers and multiple browsers Next Puzzle _ Reset Help ACROSS Puzzle 1 of 3 r Some potentially valuable instructional uses of Respondus and The study of life and living organisms StudyMate in higher education include e Rapid development and sharing of test pools using publisher or VCU Center For Tracuine Excettence GA Online Teaching and Learning Resource Guide Page 102 faculty test material e Repurposing of exam material into study aids for students StudyMate can be found under Faculty Downloads when you log in to Bla
7. http www iuk edu koctla assessment 9principles shtml e Instructional Assessment Resources from University of Texas at Austin http www utexas edu academic diia assessment iar In the pages that follow we will examine both formative and summative assessment techniques that can be applied to online teaching and learning We begin with Formative Assessment e Concept Mapping e Determining Prior Knowledge e Online CATs e Blogging and Learning Journals e Surveys e Practice Quizzes e StudyMate Formative Assessment Techniques Online Concept Mapping We have already discussed the use of concept maps as a planning tool in VOU CENTER FOR TEACHING EXCELLENCE GD Online Teaching and Learning Resource Guide Page 94 Concept maps can also be used formatively to make student thinking visible When students construct and submit their understanding of key concepts and their linkages through a concept map it becomes clear whether in fact the students understand the conceptual framework around a topic of study 4 Concept Maps are Perceived Regularities or Patterns in begin with Events Happenings Objects Things Associated Feelings or Affect add to connecte Concepts are Labeled with Symbols Infants includes is comprised of Linking Words by Hierarchically Structured aids Words begins with Creativity to form especially with Experts help
8. to assess programs With rubrics complex products or behaviors can be examined efficiently Developing a rubric can help you to precisely define your expectations When using rubrics for grading grades generally are criterion referenced rather than norm referenced based on how well criteria are satisfied rather than how students perform relative to their peers Rubrics help you ask Did the student meet the criteria for level 5 of the scoring rubric rather than How well did this student do compared to other students This is more compatible with cooperative and collaborative learning environments than competitive grading schemes California State University Fresno s Institutional Research Assessment and Planning provided the following suggestions on developing your own scoring rubric e Identify what you are assessing e g critical thinking VOU CENTER FOR TEACHING EXCELLENCE GD Online Teaching and Learning Resource Guide Page 105 Identify the characteristics of what you are assessing e g appropriate use of evidence recognition of logical fallacies Describe the best work you could expect using these characteristics This describes the top category Describe the worst acceptable product using these characteristics This describes the lowest acceptable category Describe an unacceptable product This describes the lowest category Develop descriptions of intermediate level products and assign them to intermediate c
9. Learning Resource Guide Page 108 Grading Assignments and Providing Feedback Once you view the assignment via the Gradebook you can enter a grade provide feedback and write INSTRUCTOR notes Once you submit these unless specified your students can view their grade and comments You can re enter the assignment and make changes at any time Summative Assessment Quizzes Tests and Exams Summative assessments are used to determine after a period of time what your student has learned It summarizes the learning to that point It is assessment of learning as opposed to formative assessment which is assessment for learning Blackboard coupled with Respondus covered in the next section provides tools for developing online quizzes tests and exams The Illinois Online Network website provides the following testing strategies for online classes 1 Unless you plan to use a proctoring site plan on the quiz being open notes Use question data banks so that all students get a randomized quiz and can t copy from one another 3 Use random numerical values when possible so that each students gets different numbers for numerical answers even if the rest of the question is the same Create questions in many formats so that multiple choice guessing is minimized 5 Insert at least one higher level thinking question in short answer or essay form Embed quizzes within other exercises A pop quiz during a synchronous session can keep stude
10. Manoa Peer Review Guidelines Provides suggested processes as well as sample feedback forms e Google Forms and ZohoPools provide easy to build tools to support online peer review VOU CENTER FOR TEACHING EXCELLENCE GD Online Teaching and Learning Resource Guide
11. Page 91 Online Assessment It is easy to simply add multiple choice tests to Blackboard which grade themselves but assessment is normally much more than that Assessment typically involves four important processes e identifying clear valid and appropriate student learning outcomes e collecting evidence that those outcomes are being addressed e setting the stage for a dialogue to attain a collective interpretation of the data e using data to improve both teaching and learning Assessment can certainly be a tool for accountability but it can also be an ongoing process for learning In fact the concept of learning centered teaching involves the effective use of both formative and summative assessment The online environment offers some unique challenges for assessment but also offers opportunities for positive ongoing assessment Key questions examined in this section e What online techniques can be used to make student thinking visible e What online study aids are available to assist students in grasping difficult concepts e How could you effectively use rubrics to inform the evaluation process in an online class e Are there tools that can help in creating and deploying assessment instruments e How do you promote academic honesty and ethics when assessments are taken online Formative and Summative Assessment When the cook tastes the soup that s formative when the guests taste the soup that s summative Robert Stak
12. StudyMat l by Responds Matching displays the definition question in the top section and has the user select from one of the nine term answer windows below FE MATCHING 9 View the tem in th or lape Dox and bowes Click Next Question to conn Discovered penicillin in 1928 Correct 0 Missed 6 7ot44 Sir Alexander Fleming Clarence Birdseye Ophthalmology ext Quesb0 Help show Answer Roset_ Stud yMate ty Anordn Glossary provides an alphabetic listing of all One Answer items in the file The term answer is presented first immediately followed by the definition answer Glossary All A B C D E E a 1 3 K L u H o P Q R s To vw x Y z hen Galileo Invented the thermometer in 1592 Geology The scientific study of the Earth George Crum Invented potato chips in 1853 George Eastman Invented photographic film in 1884 Gerontology The study of aging Gottlieb Daimler Built the first four wheeled automobile in 1566 CESS Search For 3 See py aporia Online Teaching and Learning Resource Guide Page 104 Multiple Choice amp Calculated Activities Quiz displays a multiple choice question with Challenge presents multiple choice questions in the question wording at the top of the screen a fun game show environment The game board and answer choices below it The user selects the consists of 5 topics where each topic has 5 correct answer by clicking on the letter that questions with poin
13. adequately answer the question for graded test purposes at this time Learn more about Knowledge Surveys at Nuhfer Edward and Delores Kipp 2003 The Knowledge Survey A Tool for All Reason VOU CENTER FOR TEACHING EXCELLENCE GD Online Teaching and Learning Resource Guide Page 96 e Focused Listing use as a brainstorming technique to generate definitions descriptions of topics Ask students in a wiki or discussion board forum to list words or phrases that describe a concept This can be used to generate class discussion or it could lead to students forming groups to compare lists and form the best overall description of topic e Misconception Preconception Check particularly useful in classes with controversial sensitive issues Select a handful of troublesome beliefs that are common and most likely to interfere with students learning and create a simple questionnaire Explain to your students the purpose and when they should expect to receive feedback Formative Assessment Techniques Online Online Classroom Assessment Techniques CATs Classroom assessment is both a teaching approach and a set of R E AAA E PATEICIA CROSS techniques The approach is that the more you know about what and how students are learning the better you can plan learning activities to CLASSROOM structure your teaching Classroom Assessment Techniques CATs were ASSESSMENT developed by Thomas Angelo and Patricia Cross 1993 as mostly simple
14. an provide instant feedback that helps remedy weaknesses in their learning abilities Student anxiety could be reduced if they take the formative assessment before summative tests A web based formative assessment strategy can improve student learning interest and student scores Formative assessment allowed students to assess their own progress and understanding Formative assessment designs should be able to engage student attention engender student commitment to self evaluation and enhance learning effectiveness An excellent review of literature on formative assessment is Valerie Shute s 2007 Focus on Formative Feedback We have focused on formative assessment because we believe that formative assessment is even more critical in online classes Student progress needs a systematic series of checks and balances to ensure successful completion This is not to suggest that summative assessment be ignored Grades are still required at the end of the course and a variety of methods exist to summatively assess learning In the pages that follow we will examine both formative and summative assessment techniques that can be applied to online teaching and learning For more background information on assessment check out e Internet Resources for Higher Education Outcomes Assessment from NC State University http www2 acs ncsu edu UPA assmt resource htm e 9Principles of Good Practice for Assessing Student Learning from Indiana University Kokomo
15. ategories You might decide to develop a scale that runs from 1 to 5 unacceptable marginal competent very competent outstanding 1 to 3 novice competent exemplary or any other set that is meaningful Ask colleagues who were not involved in the rubric s development to apply it to some products or behaviors and revise as needed to eliminate ambiguities Suggestions for Using Scoring Rubrics for Grading in Online Classes CSU Fresno also suggested the following which we have adapted for online classes 1 Include the grading rubric with an assignment posting so students will know your expectations and how they ll be graded This should help students master your learning objectives by guiding their work in appropriate directions Use a rubric for grading student work including essay questions on exams and return the rubric with the grading on it Each row in the rubric could have a different array of possible points reflecting its relative importance for determining the overall grade Points or point ranges possible for each cell in the rubric could be printed on the rubric and a column for points for each row and comments section s could be added Develop a rubric with your students for an assignment or group project wikis are great for this development exercise Students can then monitor themselves and their peers using agreed upon criteria that they helped develop Many faculty find that students will create higher standards f
16. cially in larger courses e Point out the need to alter study skills e Provide concrete evidence that the instructor cares about learning VOU CENTER FOR TEACHING EXCELLENCE GD Online Teaching and Learning Resource Guide Page 98 An excellent resource on CATs is the Field Tested Learning Assessment Guide from the University of Wisconsin Madison Formative Assessment Techniques Online Blogging Learning Journals In general the learning journal is a way of documenting learning and collecting information for self analysis and reflection The writing style is often in the first person and informal resembling natural speech Students thoughts become visible and the student has to find ways of expressing and writing thoughts that are closely connected to their sense of themselves Learning journals help students reflect on how they learn best Learning journals also help students reflect on their knowledge skills and behaviors as they learn Journals are used to e improve writing by helping students to practice and refine writing knowledge skills and behaviors accumulated over time e define personal learning goals as students can reflect and plan for future learning and progress e record experiences so students can reflect on experiences to develop critical thinking a questioning attitude and creative and emotive responses e provide a representation of understanding for students to connect the experience to the learning Onlin
17. ckboard When you first install it you need to enter the institutional license This license is good for one year August to August so each August you need to go through the download process to find the new institutional password StudyMate Author Age of Discovery rsf f VB Fis Edt View Hep s Ga A Bs U x xE Ee amp Broverede F Start M ec CUCL Mate by respondus Start Open or Create 13 Introduction F Open a Studihlate file i E Open Open or Create Create a new StudyMate fle a Creale Quick The Quick Copy Wizard is the easiest way bo copy Rens Copy from an existing cet of Studyhale Mes Wizard Inport tens from a Aespondus fle woed processing document text fie oran IHS OTI file If you have used Respondus to build files for your test pools and tests quizzes these same files can be imported into StudyMate For instance StudyMate will take a multiple choice test and extract the question and right answer to create flash cards or a Challenge game played like Jeopardy Possible StudyMate activities include No Answer Activities Fact Cards one sided cards that display a fact or Fact Cards Fact Cards that can be organized by explanation topic FACT CARDS In 1961 Russian cosmonaut Yuri Alexseyevich Gagarin became the Alexander Graham Bell invented the first human in space wired line telephone in 1876 Hetil Study ate by ampan Stud yMate by Respondus VCU Center
18. e blogs provide a convenient tool for journaling Blogs in education can be used as reflective learning journals in a range of learning contexts Information can be uploaded to the journal using forms and mobile devices This electronic version is different to paper based journals in that the student journal is immediately accessible and public There are advantages to the public discourse particularly from the point of view of shared learning experiences Other students in the class or other visitors can read the blogs and in this respect the learning is a shared experience or studying is a shared experience Students are able to observe others learning through reading each other s learning journal blogs While learning journals are mostly written and provide opportunities to practice writing they do not necessarily need to be limited to text They could also be strengthened with the use of tables diagrams concept maps etc Clive Shepherd a consultant on technology assisted learning and communication discussed the differences between a blog and wiki and their associated potential use as learning journals e A blog is a personal space for expressing subjective opinion It could be regarded as analogous to working memory where you toss ideas around and if you re lucky test them against your peers through a process of dialogue e A wiki on the other hand is a collective space for objectivising knowledge or at least information It
19. earning e Concept maps force students and instructors to make valid connections among concepts e They provide a low tech cheap vehicle that enables students to represent graphically their knowledge and to share it with the instructor and other students e They shift the emphasis from inert static knowledge to contextually embedded knowledge from isolated facts to theoretical frameworks of related concepts e In addition to their role as assessment tools concept maps offer a useful way to help students learn how to learn they also serve as useful vehicles for course development and as graphic organizers before during and after instruction VOU CENTER FOR TEACHING EXCELLENCE GD Online Teaching and Learning Resource Guide Page 95 However e Comparisons among students are more difficult because concept maps tend to reveal the idiosyncratic way that students view a scientific explanation as a result e Evaluation can become more time consuming for the instructor especially in large classes unless some variation such as Select amp Fill in is adopted e If you score maps you must use a consistent and tested scheme e Students who have developed a strong facility for rote learning of verbal knowledge sometimes find concept maps intimidating e Constructing concept maps is a demanding cognitive task that requires training Some Common Concept Mapping Tools previously covered in Course Design e Cmap e Gliffy e MindM
20. ed problem types In reality LON CAPA can be a stand alone course management system It has the following features e Content sharing and content reusability including o Network of shared resources from over 70 participating institutions o Shared repository of circa 150 000 resources including assessment questions and multimedia content o Easy semester transition o A large set of resources in physics astronomy chemistry biology mathematics statistics and geology o Ability to add new resources to the existing content pool e Creation and grading of randomized homework quizzes or exams including the ability to o create sophisticated question types such as click on image random label random plot or formula response reduce blind copying of answers by giving a different version of the problems to each student print randomized bubblesheet exams and quizzes configure the reporting of grades and feedback with a wide variety of options O O contextualize threaded homework discussions e Adevelopment group base that sustains a twice yearly LON CAPA release cycle to insure rapid incorporation of instructor requested enhancements VOU CENTER FOR TEACHING EXCELLENCE GD Online Teaching and Learning Resource Guide Page 112 e An open source freeware system LON CAPA now serves approximately 40 000 course enrollments system wide ranging from middle school to graduate level courses Disciplines include astronomy biology bus
21. eister e Bubbl us Formative Assessment Techniques Online Determining Prior Knowledge There are a number of techniques that you can use to determine the prior knowledge that your students bring to your course e Background Knowledge Probe can use in the first week of class or before introducing a new topic Use the Blackboard Test Manager to prepare 2 3 open ended 5 6 short answer or 10 20 multiple choice questions that probe the students existing knowledge Once all students have completed the online no credit quiz let the students know the results and how this will affect them as learners A screencast is a great way of providing class wide feedback e Knowledge Survey Similar to a Background Knowledge Probe but the correct answers are replaced In a knowledge survey the students do not actually try to answer any of the questions provided Instead they rate on a three point scale their confidence to answer the questions with their present knowledge Students are directed to o Mark an A as response if you feel confident that you can now answer the question sufficiently for graded test purposes o Mark a B response to the question if you can now answer at least 50 of it or if you know precisely where you could quickly get the information needed and could return here in 20 minutes or less to provide a complete answer for graded test purposes o Marka C as response to the question if you are not confident that you could
22. enu Bar Select your test VCU CENTER FOR TEACHING EXCELLENCE GD Online Teaching and Learning Resource Guide Page 101 Test Availability Remember to make the link Make the link available Yes No Add a new announcement for this Test Yes No available In the example above we C Multiple attempts have set this practice quiz so Allow unlimited attempts Number of attempts students can take it up to 4 times If C Force Completion Test must be completed the first time it is launched you havea deep enough pool you C Set timer Set expected completion time Selecting this option also records completion time for this Test Hours 1 Minutes 00 could use the unlimited attempts E Display After E Display Unti Given that it is a practice there may Oct_ 26 v 2009 v Oct_ 26 v 2009 v 09 50 AM 09 50 m AM or may not be a need to have it C Password Require a password to access this Test Password timed That will vary by discipline Also remember to un check the Include score in Gradebook in part 3 Self assessment Options Include this test in Gradebook score calculations Gradebook items excluded from summary calculations are also excluded from weighting Also note that if some weighte weight calculations will be skewed Cl Hide the score of this test from the Gradebook lf this item is checked then
23. ere is ATP made Look carefully this is one of the energy rich products of the light reactions 4 7 Which number corresponds to plastocyanin which is reduced by the cytochrome complex and shuttles electrons to PSI Submit All Answers In this example the options are randomized Online Teaching and Learning Resource Guide You are handed a 5 0 cm stack of new one dollar bills Assume the thickness of a dollar bill is 1 5 times thicker than your textbook pape textbook paper 69 um Estimate the number of dollars in your stack Submit All Answers Tolerances for numerical answers can be set symmetric and asymmetric absolute and relative In addition ranges for number of significant digits can be specified The image below i CH0 o OH Drw acetic acid Draw Molecule Submit Aaser Tries D99 post Dis aMi Page 114 ruryry Untitled Gem de oR et uoo JME ADCeoo0 JME Editor courtesy of Peter Erti Novartis iereert Annies oes Hele LON CAPA supports input and grading of chemical structures You can contact the VCU Help Desk to set up a LON CAPA course for you Once created you can log in to your course at http loncapa vcu edu adm roles Your roles screen should appear after logging in e You can always go back to this screen by clicking the Roles link on the Inline Menu which appears at the top of every page or by going to the Main Menu e Click the
24. es Richard Mezeske chair of education at Hope College and Barbara A Mezeske an associate professor of English at Hope stated It is not that tests have failings but that tests are limited Conventional paper and pencil tests should not be the sole means for assessing student learning because tests are by their very nature single snapshots in time of student learning often limited to what do they remember under pressure Tests alongside other assessment tools can inform teaching by providing multiple lenses for considering what it is that students know and can do If at a given point in the semester the teacher discovers through timely assessment that students are not getting it and either do not know the material or cannot do anything with what they know i e they can t apply their knowledge then instruction can be shifted on the spot to rectify the situation Multiple assessment tools are always preferable to the single test In the early days of online teaching assessment generally consisted of tests and quizzes These summative forms of assessment were problematic in that concerns quickly arose regarding the heightened potential for cheating and snapshots at the end of a module rarely gave insight into the learning that was or was not VOU CENTER FOR TEACHING EXCELLENCE GD Online Teaching and Learning Resource Guide Page 92 happening in the course of study Faculty members looked for better ways to assess student progr
25. ess in online courses Janet Fulk a professor with Bakersfield College noted that good assessment requires faculty with expertise and resources e to measure and report learning e ina variety of courses e under diverse conditions e about students with varied abilities e and disparate levels of academic engagement Angelo and Cross in Classroom Assessment Techniques 1993 noted that formative assessment focused on improving the quality of learning as opposed to gathering evidence for evaluating and grading students They suggested that faculty need to e Make goals and objectives explicit e Gather feedback from students on the extent to which these goals and objectives were being met e Provide feedback early and often to students and e Help students learn to self assess their progress Black and Williams 1998 referred to formative assessment as assessment for learning as opposed to assessment of learning They stated that the key elements of formative assessment include e The identification by faculty and learners of learning goals intentions or outcomes and criteria for achieving these e Rich conversations between faculty and students that continually build and go deeper e The provision of effective timely feedback to enable students to advance their learning e The active involvement of students in their own learning e Faculty responding to identified learning needs and strengths by modifying their teaching approach e
26. estions activities and resources to develop skills and examples of overdoing the competency These may be helpful in developing your rubrics Assignments Page 106 Rubric Library Theatre Arts Writing Rubric Critical Thinking Rubric Area 1C Scoring Guide for Critical Thinking Scoring Guide for Writing June 2002 Scoring Guide for Integrative Science 1B Upper Division Integrative Arts and Humanities CSB Quantitative Rubric CSB Project Rubric PPP Bee 5 5 5 a CSB Writing Rubric CSB Oral Presentation Rubric Oral Presentation Rubric Source AIR Assessment Institute as Developing a Leadership Portfolio Leadership Portfolio as Rubric Source Educational Research and Administration ERA Political Science Writing Rubric This is a holistic rubric designed to provide an overall rating rather than separate ratings on each dimension of a learning outcome called an analytic or descriptive rubric Recommendations for using scoring guides rubrics Blackboard provides you with an organized way to collect the work your students create be it documents powerpoints spreadsheets or other types of files The Assignment Manager in Blackboard enables you in Blackboard to create Assignments in any content area and post them for students to complete Creating an assignment automatically creates an item in the gradebook which holds all the submitted student assignments Col
27. iness chemistry civil engineering computer science family and child ecology geology human food and nutrition human medicine mathematics medical technology physics and psychology With LON CAPA an instructor can create and or assemble individualized assignments quizzes and examinations with a large variety of conceptual questions and quantitative problems Individualized means that each student sees a slightly different computer generated problem This encourages collaboration between students on a conceptual level but prevents blind copying of answers Problems can include pictures animations graphics tables links etc The writing and development is done through a web based editor and facilitated by templates Students are given instant feedback and relevant hints via the internet and may correct errors without penalty prior to an assignment s due date As with all other LON CAPA documents problems are one source multiple target Depending on external parameters problems can render themselves in online mode shown below print mode online exam mode and bubble sheet mode as well as edit mode for online problem creation Using graphical methods determine at 2 0 the value of the Da i A frictionless massless pulley is attached to the ceiling in a gravity derivative of function F plotted in the graph below field g 9 51 mis Mass Mb is greater than mass Ma The tensions he Ty Ta and the constant g are magn
28. ith many providing automatic grade calculation VOU CENTER FOR TEACHING EXCELLENCE GD Online Teaching and Learning Resource Guide A standard process is used whether building pools of questions survey questions or test questions The large variety of question types can be applied in surveys pre and post tests weekly quizzes practice tests midterms or final examinations Blackboard gives you the ability to administer quizzes 24 7 with safeguards such as random questions for each student timed tests password protection and adaptive release of quizzes As the Illinois Online Network material noted above you do not have to limit yourself to only multiple choice tests Using a variety of formats addresses multiple learning styles and using pools of questions with random blocks for tests mitigates against student collaboration on tests If every student in your class had a different and unique test the value of collaboration drops off as does the value of any one student printing her or his test Calculated Formula U Page 109 Calculated Formula h Calculated Numeric Erther Or Essay File Response Fill in Multiple Blanks Fill in the Blank Hot Spot Jumbled Sentence Matching Multiple Answer Multiple Choice Opinion Scale Likert Ordering Quiz Bowl Short Answer True False Random Block From a Question Pool or Assessment load Questions The CTE provides a series of video tutorials on creating online asse
29. itudes For each statement select True False Greater than Less than Equal to Motion of Masses on a Pulley Submit All Answers LON CAPA has dynamic plotting support in this problem both the plotted function and the x value are different from student to student The student has to graphically determine the slope Equa E ty is Te Te Less than Tz is Mbjg True Yi The center of mass accelerates Y iMag Mbig is Ty Ti The magnitude of the acceleration of Ma is the magnitude of the acceleration of Mb F Tx is Tz Submit All Answers The labels on the above image are different from student to student so are the options and the order of the options Labels on the image and in the VOU CENTER FOR TEACHING EXCELLENCE GD Online Teaching and Learning Resource Guide An important use of MH is in the production of nitric acid a top 15 Industrial chemical 7 billion kg produced in 1991 Nitric acid is produced by a three step synthesis called the Ostwald process 4 NH 5 0 gt 4 NO 50 2 NO 0 gt 2 NO 3 NO H 0 gt 2 HNO NG starting with 695 kg of ammonia how many kg of nitric acid can be produced if each step is 91 6 efficient Submit All Answers LON CAPA has full LaTeX support from both online and print In the example the ammonia mass and the efficiency are randomized Elevator Problem Due never An elevator cabin mass 500
30. k the Go button NOT the OK button 4 Type the name of the assignment in the Name field 5 Complete the assignment options i e add instructions attach files set dates 6 Scroll down to the bottom of the page and click the Submit button Viewing amp Downloading Completed Assignments As an INSTRUCTOR in Blackboard you can view the completed assignments through the Gradebook To view assignments go to the Control Panel a a a Enter the Gradebook Look for the Column with name of your assignment Any submitted assignments will have a in the column Click on the and select View to view the assignment One of the best features is the ability to download all submitted work in one move To download all attached competed files for an assignment go to the Control Panel es p a E SS e Enter the Gradebook Click on the name of the assignment top of column Select Item Download Select individual student files to download or select Check All Scroll down to the bottom of the page and click the Submit button Select the link Download Items Now Select location on computer to store files Select Save a compressed zip file is created and placed in the location you specified You can drag this zip file onto a flash drive take your laptop to the local Starbucks or other convenient location and begin grading and annotating student work outside of Blackboard VCU CENTER FOR TEACHING EXCELLENCE GD Online Teaching and
31. kg is designed for a maximum load of 2600 kg and to reach a velocity of 3 m s in 5 s For this scenario what is the tension the elevator rope has to withstand 32270 kg m s 2 Submit Answer Trics 0 99 LON CAPA has full support for physical units understands all Sl units and their relationships as well as all prefixes A fisherman and his young nephew are in a boat on a small pond Both are wearing life jackets The nephew is halding a large floating helium filled balloon by a string Consider each action below independently and indicate whether the level of the water in the pond Rises Falls or is Unchanged Falls The fisherman knocks the tackle box overboard and it sinks to the bottom Rises T The nephew pops the balloon Unchanged The fisherman lowers the anchor and it hangs vertically one foot above the bottom of the pond i The nephew finds a cup and bails some water out of the bottom of the boat The nephew gets in the water looses his grip on the string letting the balloon escape upwards The fisherman lowers himself in the water and floats on his back Submit All Answers In this example the options and the order of the options are randomized VCU CENTER FOR TEACHING EXCELLENCE GD Page 113 options automatically correspond with respect to 7 Enter the components separated by commas with exponents denoted by and explicit multiplication using 7 b t 2
32. lass by using either the survey tool or an online polling tool to collect this data VOU CENTER FOR TEACHING EXCELLENCE GD Online Teaching and Learning Resource Guide Page 97 e Muddiest Point This simple technique asks students to identify the muddiest point in a lecture video powerpoint discussion homework assignment etc You could use discussion board or a blog to post the question and gather the responses e Pro Con Grid Developing both pros and cons to an issue helps students see that there are two sides You could use a wiki and have students develop a grid of pros and cons or pluses and minuses around the topic of interest being discussed in your class e One Sentence Summary This technique challenges students to answer the questions Who does what to whom when where how and why about a given topic and then to synthesize their answer into a single informative albeit long sentence This could be required after an assigned reading but before discussions ona topic using the Assignment Manager e Student Generated Test Questions One of the best ways to determine if students understand a concept is to have them write test questions and model answers This gives you a chance to assess what the students consider as most important as well as build potential questions for test pools e Classroom Opinion Polls In situations where you may have a bipolar set of opinions it is helpful to surface that in a non threatening wa
33. learning and because thinking is itself a social practice p 110 When peer review is used in an online collaborative learning environment collaborative learning can empower the student and encourage exploratory talk which is above and beyond its role as an assessment tool Rowland 2000 sees this interchange as a form of collaborative enquiry where mutual support is provided Margaret Riel James Rhoads and Eric Ellis 2006 in Culture of Critique Online Learning Circles and Peer Review in Graduate Education noted that early schooling required students to acquire knowledge alone but that much of graduate education required collaboration and group critical analysis They suggested that peer feedback led to deeper learning due to the evaluative processes used and the give and take of examining alternative approaches For peer review to be effective one of their findings was that trust was crucial As Palloff and Pratt 2007 suggested trust develops when a community of learners is created Resources e Gehringer Edward 2000 Strategies and Mechanisms for Electronic Peer Review Journal article that discusses strategies and mechanisms for online student peer review e Active Cooperative Learning Assessments The materials featured here include grading rubrics and peer assessment instruments developed by Foundation Coalition Faculty in support of active cooperative learning lessons and projects e University of Hawaii at
34. ng Resource Guide Page 115 e Goto the folder you want to add material to e Click the Import button on the Edit Course screen e Browse published documents from the LON CAPA resource pool e Select the documents you wish to use e Click the Import button to add documents to your course folder e Finalize the order if more than one document was selected and then click the Finish Import button e Click the re initializing Course button to make changes appear Search for Published Documents e Click the Search button to search the LON CAPA Catalog and upload documents e Uploading Documents from Your Computer e Goto the folder you want to add material to Click the Browse button to search for documents saved to your computer e Selecta file choose a title and click the Upload Document button to import to your course Re initialize course when finished Set Modify Course Parameter Settings e Use the Course Parameter Settings to set parameters such as open date due date and number of tries e Select the Clock Icon to Modify parameter settings from the Main Menu This will take you to the Set Modify Course Parameters screen Parameter Helper e The Course Assessment Parameter Helper Mode is the easiest way to set your parameters as it will guide you through the process step by step Using the Helper you will be able to set the following parameters open date when problems open to students due date when problem
35. nts on their toes so to speak 7 Monitor IP addresses for quiz taking If a student is always taking a quiz at one IP address but completing other course content from another IP address there is a possible sign of cheating 8 Provide practice exams In some cases students can be provided with a bank of questions before the actual quiz to work through They will then learn how to do every question even though the actual quiz may only include a subset of those questions 9 Set specific time constraints in Blackboard for the quiz This can make cheating coordination more difficult 10 Provide an honor code at the start of the course and make cheating policies clear in the syllabus 11 Allow the students to write quiz questions that are then given to the class This can create student ownership over the process and increase motivation to perform the work academic and or honesty as examples 12 For more resources do a Web search for online quizzing to receive a number of helpful resources 13 Sample Test Questions Addressing Bloom s Taxonomy 14 Writing Tests 2000 Center for Teaching Excellence University of Kansas 15 Building Better e Assessments 2001 June Margaret Driscoll Learning Circuits 16 Computer and Testing 1999 Tom Rocklin The National Teaching and Learning Forum 8 5 Assessments can be used to measure a student s knowledge skills aptitudes or beliefs A variety of formats are available as shown below w
36. or themselves than faculty would impose on them Have students apply your rubric to some sample products e g lab reports before they create their own Faculty report that students are quite accurate when doing this and this process should help them evaluate their own products as they develop them Have students electronically exchange paper drafts and give peer feedback using the rubric then give students a few days before the final drafts are turned in to you You might also require that they turn in the draft and scored rubric with their final paper Have students self assess their products using the grading rubric and hand in the self assessment with the product then faculty and students can compare self and faculty generated evaluations VOU CENTER FOR TEACHING EXCELLENCE GD Online Teaching and Learning Resource Guide The CSU Fresno website offers a variety of rubrics across multiple disciplines There are numerous rubrics already developed and available on the web which you can customize for your class One good source is Rubistar which contains both a free tool for building rubrics and a database of rubrics developed by other faculty members Microsoft provides a list of education competencies which represent many of the attributes behaviors areas of knowledge skills and abilities suggested for successful job performance Each education competency includes a definition four levels of proficiency sample interview qu
37. or or MathType e Embed graphics audio and video without writing or viewing the underlying HTML e Resize graphics and convert them to JPEG format with one click e Add links to multimedia content on other servers with the Web Links tool e Create random sets of questions in seconds with a one step wizard e Publish exams and assessments directly to an online course media files are automatically uploaded e A batch publish feature allows assessments and surveys to be published to multiple courses in a single step e Determine point values and exam settings offline e Print exams surveys directly from Respondus or save files to MS Word or rich text format e Retrieve exams from Blackboard complete with media files e Retrieve custom reports such as student scores summary statistics and answer distributions e Download answer databases for quizzes or surveys and save them in an Excel compatible format e Archive and restore exam survey projects including media content with one click ideal for providing a colleague with a ready to use exam e Quickly locate questions using keyword searches Respondus also partners with many publishers so that you can download and customize the test banks associated with specific textbooks The Respondus Test Bank Network allows you to search for and adopt publisher test banks This can be useful in building pools of questions for your assessments As a faculty member at VCU you can download Respondu
38. ror Teacuine Excetence A Online Teaching and Learning Resource Guide One Answer Activities Flash Cards two sided cards that display the term answer on one side and the definition question on the second side TASH SN ARNS amp th eee A i Flip Card to see the second side of the card Next and Previous to move between cards Pole 1911 Fill in the Blank displays the definition question in the topsection and has the user enter the exact term definition for the answer UAB est BLANK xj Read the lop box and enter the answers t Nota that Jote that your entry must exactly maich the corr Science amp Discovery Developed the first vaccination for smallpox in 1796 TYPE ANSWER HERE 5l4 3 2 1 0 o StudyMat by Respondus Crosswords displays the clue definition or question at the bottom of the screen and requires the user to enter the answer in a corresponding highlighted area of the grid Pee RIOISISIWIOIRIDIS peg nan empty square in the puzz y Correct 0 Missed 0 Reveal eter Solve Puzzie_ Nex Puzzie_ ssi Help Puzzle 3 of 3 ACROSS The study of heart function and heart disease VOU CENTER FOR TEACHING EXCELLENCE GD Page 103 Pick A Letter displays the definition question at the top of the screen and has the user type or click the letters for the answer GBEE Total Score 0 Next Question _Hint_ Show Answer Reset_
39. s Formative assessment is integral to a good online learning experience Weekly lessons can have their learning goals and outcomes explicitly stated The discussions boards chat rooms and blogs allow for rich and reflective conversations synchronously or asynchronously Online quizzes can give instant feedback Groups can be set up for peer review and feedback Through monitoring faculty members can adjust their approach as necessary Because you are not seeing students weekly having some form of continual assessment is very important Of course there are learning benefits from formative assessment In a recent study Pavan Mallikarjun School of Community Health Sciences UK 2009 The students who had taken the online formative assessment had a mean score of 39 6 61 8 sd 5 02 and students who had not accessed the formative assessment had a mean score of 28 0 43 75 sd 4 96 on the summative assessment This study found that students who had accessed the online formative assessment had scored 18 percent higher on the summative assessment compared to students who had not VOU CENTER FOR TEACHING EXCELLENCE GD Online Teaching and Learning Resource Guide Page 93 Several researchers Amal Oraifige 2009 Zakrzewski and Bull 1999 Buchanan 2000 have noted that online formative assessment have many advantages over traditional classroom assessment Students can take the assessment at any time they can take it repeatedly and it c
40. s are due students cannot view problems after this date unless answer date is set answer date when answers are viewable to students tries and weight NOTE Changes may take up to 10 minutes to be active for all students in your course Peer Review and Peer Feedback There have been many studies on the usefulness of peer review in higher education particularly for facilitating online learning Carlson amp Berry 2003 Raadt Toleman amp Watson 2005 There has however been contradictory evidence as to the reliability and validity of peer assessment Brown Bull amp Pendlebury 1997 Topping et al 2000 Segers amp Dochy 2001 as it has been suggested that good students under rate their performance and less accomplished students often over rate their performance Dochy et al 1999 Lejk amp Wyvill 2001 Students can misinterpret the assessment criteria Orsmond et al 1996 1997 2000 2002 causing confusion when comparing peer to teacher feedback VOU CENTER FOR TEACHING EXCELLENCE GD Online Teaching and Learning Resource Guide Page 116 There has been a lot of focus in the literature on the process of peer review particularly as a tool for providing feedback There has however been less emphasis placed on the collaborative nature of the process and its value towards life long learning As Collins Harkin and Nind 2001 explained good learning is collaborative both because of the centrality of communication for
41. s for free for both your home and office by VOU CENTER FOR TEACHING EXCELLENCE GD Online Teaching and Learning Resource Guide Page 111 Logging into https blackboard vcu edu Clicking on the Downloads amp Help tab Under My Faculty Downloads clicking Respondus Download Click Download Respondus now Enter your elD and password same as email and Blackboard Note The faculty member will receive an email containing the Installation Password required for activating the license One or more prompts for your VCU elD and password should be expected for og a e Download of the installer 6 Once downloaded navigate to the folder on your PC where you downloaded the Respondus installer and double click the executable program file to launch the installation wizard 7 Follow all prompts as directed until the Campus wide License box appears Enter the following o Institution Name Virginia Commonwealth University o Software Support VCU Help desk 828 2227 or help vcu edu o Installation Password lt Emailed to the user and provided on the Respondus Download Page gt LON CAPA LON CAPA Learning Online Network Computer Assisted Personalized Approach functions as a distributed network system which permits the sharing of assessment items and learning objects both within and among participating institutions LON CAPA is used by faculty members and students in the sciences and mathematics because of its ability to author sophisticat
42. ssments These video tutorials provide an introduction to authoring deploying and grading these assessments in Blackboard e Watch the Video Overview of Assessment in Blackboard e Watch the Video Assessment Processes in Blackboard e Watch the Video Creating a Test in Blackboard e Watch the Video Using Pools to Create Assessments e Watch the Video Giving a Test in Blackboard e Watch the Video Grading a Test in Blackboard e Watch the Video Exporting and Importing Tests in Blackboard Technology Services also provides good tip sheets on creating and deploying tests e Create a Test in Blackboard e Test Question Types and Features e Deploy a Test in a Course e Setting Test Availability On Off Dates Respondus Assessments can be used to measure a student s knowledge skills aptitudes or beliefs Blackboard has a variety of question formats available for surveys or tests However it can be both inconvenient and tedious to craft the assessments while online one question at a time in Blackboard VOU CENTER FOR TEACHING EXCELLENCE GD Online Teaching and Learning Resource Guide Page 110 Respondus is a third party software package that works T Respondus Untitled with Blackboard Faculty can now take existing tests in i lz Microsoft Word or publisher provided test banks convert Edit TO ee them into Blackboard formatted questions and load them Open or Crente Me into their Blackboard class sites As Respond
43. t values that range from 100 represents it to 500 m Ta A iy Mirid Topi Which of the following concepts is NOT Included in Newton s famous l Hogen laws of motion Lod 100 100 100 A Speed B Velocity if i Ht L C Vector 5 soo bo so 500 D Mass Mayer TE see 0 PLAYER 1 TURN What is phonology A The study of musical recordings B the study of communication denges C The study of urban myths D The study of speech sounds Select Answer AD B c ia Stucly Mabe by newport Stucly Mate bwy Bispace The CTE offers a workshop to assist faculty members with exploring the instructional uses of these tools Blackboard Assessment Respondus and StudyMate Faculty members interested in learning more about how these assessment tools might be used in their teaching are welcome to contact Britt Watwood at the CTE bwatwood vcu edu Rubrics Scoring rubrics are explicit schemes for classifying products or behaviors into categories that vary along a continuum They can be used to classify virtually any product or behavior such as essays research reports portfolios works of art recitals oral presentations performances and group activities Judgments can be self assessments by students or judgments can be made by others such as you as the professor other students fieldwork supervisors and external reviewers Rubrics can be used to provide formative feedback to students to grade students and or
44. tice tests did significantly outperform those who did not take practices tests on both unit exams one and two Cassady and Gridley 2005 looked at the effects of online formative assessments on test anxiety and performance They found a small benefit for using online practice tests prior to graded course exams This effect appears to be in part due to the reduction of the deleterious effects of negative test perceptions afforded in conditions where practice tests were available The results support the integration of online practice tests to help students prepare for course exams and also reveal that secure web based testing can aid undergraduate instruction through improved student confidence and increased instructional time To add practice quizzes to your 4 Test Options class you first need to build a Test Information test in the Blackboard Test Nami Practice for Final Exam Manager To optimize your Choose ColorofName c Description Normal 3 m Times NewRoman w B Z U x SS gt S HES o practice tests we suggest that you first build a pool of questions in Pool Manager and then create a Test in Test Manager that randomly draws from this pool In this way each time the student takes the practice quiz they will path body have a different test Open Test in new window Yes No Once the test is created in Test Manager go into your content area and click the Add Test button on the M
45. to answer E represent needed tc Organized e Knowledge is necessary for Propositions may be Units of Crosslinks Meaning in constructe in Cognitive Structure needed to see at r i at 1 tl icon UnUernicatth Focus Question s are Context Dependent Effective Teaching gt Personal Effective Learning Social show Interrelationships between Different Map Segments Concept maps are visual representations of linkages connections between a major concept and other knowledge students have learned Concept maps can be used by faculty as a diagnostic pre assessment prior to beginning a unit and formative assessments during learning activities Concept maps also provide immediate visual data to faculty on student misconceptions and their level of understanding Angelo and Cross 1993 indicate that concept maps develop student abilities in certain critical areas Among these are e The ability to draw reasonable inferences from observations e The ability to synthesize and integrate information and ideas e The ability to learn concepts and theories in the subject area Micheal Zeilik of University of New Mexico has a nice guide to concept mapping which includes this concept map about concept maps Zeilik noted the following pros and cons e Concept maps help students focus on the big picture enabling them to devote more of their time to conceptual understanding rather than rote l
46. umn Automatically a Created i in Gradebook Student Completes Assignment via Blackboard ie types response attaches file Completed Assignment Sent to Student can view Instructors grade and Gradebook feedback instantaneously How the Assignment Process in Blackboard Works Northern Illinois University Assignment Features e Gradebook notation notifies instructor an assignment has been turned in e All assignments support content management options including time release VOU CENTER FOR TEACHING EXCELLENCE GD Online Teaching and Learning Resource Guide Page 107 Ability to download one or multiple student assignments for grading offline Feedback opportunities are available for INSTRUCTORs to add comments to an assignment Completed assignments are organized viewed and graded in the Blackboard Gradebook Adding an Assignment The Add Assignment feature allows you to link your files to any of the Content i r S Areas This tool is accessible via the pull Assignment r Discussion Board JJ Course Documents CR item gp Folder gt External Link Course Link Ya Test s Select i Learning Unit down list on the upper right side of the oo content pages ofine Cone Scholar Bookmark From the Control Panel MS Content Packaging 1 Click on desired Content Areas Document Package 2 Choose Assignment from the Voice Email pull down list on the right side Vote Drect of the page 3 Clic
47. us supports E A Gecktoud 63 9 up to 15 question types including calculated and MSE SUOSze a re Doan a Fiseporsio la algorithmic formats tests can now be drafted in a more Create a naw Respordus his user friendly format than the one question at a time _ tea Blaka process in Blackboard Existing Blackboard assessments Fr Bem Theeoands Exon Wiedi tho quicken way to can be downloaded from Blackboard and converted into E mport impot questions im a beset Foe Word documents for paper pencil testing or historical T ciate an ekam hng an easing cet of questions equation ae shored at a ingle comprerned fle backup A Archive Cae a Respordus archive fe so that questions media Wizard With Respondus you can e Create exams and assessments offline using a Windows interface e Supports up to 15 question types including calculated and algorithmic formats e Import questions from MS Word including embedded images rich text QTI and tab comma delimited formats e Use the Exam Wizard to create an assessment in minutes e Spell check an entire exam file includes dictionaries for American English Canadian English British English French German Spanish Dutch Finnish and a comprehensive medical dictionary e Add tables bulleted lists font changes and enhanced formatting e g bold italics just like in a word processor e Insert mathematical and scientific symbols using the Respondus Equation Edit
48. use of their anonymous and aggregated nature surveys may also be particularly handy for course evaluation VOU CENTER FOR TEACHING EXCELLENCE GD Online Teaching and Learning Resource Guide Page 100 Formative Assessment Techniques Online Practice Quizzes No team wins in sports without practice first The same can be applied to assessments in online classes A variety of tools are available to allow for students to practice and master concepts before summative tests are given LON CAPA has very powerful processes built in to allow students to work problems multiple time with different variables so that students can self assess their progress and gain proficiency VCU s learning management system makes it easy to provide this ongoing assessment Blackboard quizzes can be set so that students can take them multiple times for practice without impacting their grades of record Research has suggested that students who take advantage of practice tests tend to perform better on the summative tests of record Leith Sly 1999 of Curtin University of Technology investigated the influence of practice tests as formative assessment to improve student performance on computer managed learning assessments Sly hypothesized that students who selected to take practice tests would outperform students who did not select to take practice tests on the first and second unit exams in a first year college Economics course The students who selected to take prac
49. y Anonymous online polls ZohoPolls PollDaddy Blackboard surveys can be used to gather and demonstrate the two sides without revealing individual attitudes e Electronic Feedback You can use the Email All Users feature of Blackboard to on the fly pose a question about how the online course is going and invite students to provide feedback One of the authors of this resource guide typically sends this to students after the first module around week 5 to see if the online format is challenging student and if so what changes could be made mid course to improve learning These are seven of the fifty techniques described by Angelo and Cross Copies of their book are available for review in the CTE library See also our descriptions at the CTE website For faculty more frequent use of CATs can e Provide short term feedback about the day to day learning and teaching process at a time when it is still possible to make mid course corrections e Provide useful information about student learning with a much lower investment of time compared to tests papers and other traditional means of learning assessment e Help to foster good rapport with students and increase the efficacy of teaching and learning e Encourage the view that teaching is a formative process that evolves over time with feedback For students more frequent use of CATs can e Help them become better monitors of their own learning e Help break down feelings of anonymity espe
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