Madison Tracey's Portfolio Page

About me

Welcome to my mini-course! My name is Madison Tracey and I am a NY certified 7-12 mathematics educator. I graduated from SUNY Oswego in December of 2022 with a bachelor's degree in in adolescent education with a concentration in mathematics. I am currently about half way through my master's degree in UAlbany's Curriculum Development and Instructional Technology program. I have previously taught Algebra 2, 2H, Precalculus, and Calculus.

My Topic and Purpose

My mini-course is designed to equip educators with the knowledge and skills needed to effectively leverage online assessment tools in their teaching practices. Over five comprehensive modules, teachers will explore the advantages of online assessments, learn to create fair and impactful assessments, understand the nuances of administering and analyzing assessments, discover methods for providing meaningful feedback and grading, and finally, gain insights into seamlessly integrating these tools into their curriculum while drawing inspiration from real-world best practices. Participants will leave this course with practical expertise that empowers them to harness technology for enhanced student learning outcomes.

The fundamental purpose of this mini-course is to endow educators with the indispensable proficiencies essential for harnessing the latent potential of online assessment tools within the framework of contemporary pedagogy. In an era characterized by an escalating reliance on technology, this course aspires to instill educators with the confidence required to adeptly employ online assessments for the purpose of gauging student comprehension, adapting pedagogical approaches with precision, and cultivating an educational landscape that is not only more engaging but also tailored to individual learning needs. By offering pragmatic guidance on the art of assessment creation, proficient administration, feedback delivery, and integration strategies, this mini-course endeavors to provide educators with the instruments necessary to meet the diverse spectrum of their students' requirements, thereby fostering an environment conducive to effective, data-driven, and streamlined educational practices.

Scope of Learning Outcomes and Content

By the end of this course, learners will be able to:

• Design effective online assessments aligned with specific learning objectives.
• Administer and analyze online assessments to make informed instructional decisions.
• Provide constructive feedback and grading of online assessments in a timely matter.
• Seamlessly integrate online assessments into existing lesson plans and curriculum.

Needs Assessment

What is the nature of the problem/opportunity?

The nature of the problem/opportunity is the increasing demand for effective online assessment tools and practices in education. With the growing adoption of online and remote learning, educators face several challenges related to assessing students' understanding, knowledge retention, and critical thinking skills in a digital environment. In the 21st century, higher education has seen a significant integration of online and blended learning methods, as observed by Larreamendy-Joerns and Leinhardt (2006). Various studies and meta-analyses have indicated that online instruction can be as effective as traditional face-to-face instruction, with asynchronous communication facilitating in-depth interactions and students benefiting from the flexibility to learn at their own pace (Gikandi et al., 2011). Assessment is a fundamental aspect of education, integral to both teaching and learning processes, with a focus on formative assessment to support students in demonstrating their evolving abilities and promoting effective learning strategies while addressing tensions between formative and summative assessment (Gikandi et al., 2011). Assessment in online learning, whether formative or summative, differs significantly from face-to-face contexts due to asynchronous interactions, necessitating a rethinking of online pedagogy for effective formative assessment (Vonderwell et al., 2007). Creating meaningful interactions and learning communities is essential in online education, promoting critical thinking and higher-order learning (Akyol et al., 2009; Kehrwald, 2010). Integrating formative assessment effectively in online environments can structure sustained interactions, support learner development, and foster self-regulated learning, ultimately enhancing engagement and deep learning in higher education (Sorensen & Takle, 2005; Ludwig-Hardman & Dunclap, 2003).

The problem/opportunity can be summarized as follows:

• Problem: Educators lack the knowledge and skills needed to develop, administer, and analyze online assessments effectively. This leads to inconsistent assessment practices, difficulties in preventing cheating, and challenges in providing timely and constructive feedback to students in the online learning context.
• Opportunity: There is a significant opportunity to address this problem by providing educators with comprehensive training in online assessment tools and techniques. This course aims to empower educators to create and administer effective online assessments that align with learning objectives and best practices, thereby enhancing the overall quality of online education.

Is it an instructional problem/opportunity that is best addressed through teaching and learning?

Yes, the identified problem/opportunity is primarily an instructional one that can be best addressed through teaching and learning. The challenges related to online assessments directly impact the quality of education in the digital age. Educators need specialized knowledge and skills to design, implement, and evaluate online assessments effectively. This course aims to provide the necessary instruction and training to bridge the gap in educators' capabilities in this regard.

The learners/participants:

The learners for this course primarily consist of educators, instructors, and teaching professionals who are responsible for designing and administering assessments in online, blended, or even in-person learning environments.

Intent Statement:

This mini-course will equip participants with the knowledge and practical skills needed to confidently design, implement, and optimize effective online assessments, enabling them to address the challenges of online education and enhance their students' learning experiences.

Analysis of the Learner and Context

Analysis of the Learner:

This course is intended for 7-12 educators. These learners may have diverse characteristics that could affect what is taught and how it is taught in this course:

• Technical Proficiency: Learners may have varying levels of technical proficiency, from novice users of online tools to those who are more tech-savvy.
• Teaching Experience: The learners may include both experienced educators and those new to online teaching and assessment.
• Subject Matter Expertise: The course may attract educators from different subject areas, each with its unique assessment needs.
• Time Constraints: Learners may have limited time available for professional development.

Analysis of the Context:

This course is made up of five modules; within each module is a reflection assignment, and throughout the course, students will work on a final project. This course will be asynchronous, as students will be working on their own time to complete it. However, the course modules are intended to be one week long each. Therefore, this course should take around five weeks to complete.

Performance-Based Objectives

After completing this mini-course, learners will be able to:

• Demonstrate the ability to create equitable, diverse, and effective online assessments that align with specific learning objectives, foster critical thinking, and accurately measure student comprehension.
• Skillfully administer online assessments, both in traditional classroom settings and remote environments, and interpret assessment data to inform instructional decisions effectively.
• Deliver timely, constructive, and personalized feedback to students using online tools and rubrics.
• Integrate online assessment tools seamlessly into their curriculum, balancing them with other assessment methods and drawing inspiration from real-world case studies and best practices.

Task and Content Analysis

Before taking this course, the learner:

1. Should have a basic understanding of how to use a computer, navigate the internet, use word processing software and common software applications.
2. Should have a sound understanding of educational concepts and practices, such as familiarity with learning objectives, assessment terminology, and pedagogical principles.
3. Should be aware of basic online learning tools and technology with an interest in learning more about online assessment.

Unit 1:

Introduction to Online Assessment

After this unit, the learner will be able to:

1. Describe the advantages of using online assessments in educational settings.
2. Recognize and differentiate between various types of online assessments, including formative assessments, summative assessments, self-assessments, quizzes, and surveys.

Unit 2:

Creating Effective Online Assessments

After this unit, the learner will be able to:

1. Design online assessments that are fair, unbiased, and aligned with the intended learning outcomes.
2. Create assessment questions that go beyond simple recall and test higher-order thinking skills, such as critical thinking, problem-solving, analysis, and synthesis.
3. Apply a variety of assessment strategies that cater to different learning styles and preferences, making online assessments more inclusive and effective for a diverse student population.

Unit 3:

Administering and Analyzing Assessments

After this unit, the learner will be able to:

1. Successfully administer online assessments to students in a physical classroom or a remote learning environment.
2. Implement strategies and technologies to monitor and prevent cheating during online assessments.
3. Collect and analyze data from online assessments to gain insights into student performance, identify areas for improvement in the teaching and assessment process, and make data-driven decisions to enhance the learning experience.

Unit 4:

Providing Feedback and Grading

After this unit, the learner will be able to:

1. Provide students with timely, constructive, and personalized feedback on their assessments.
2. Efficiently grade online assessments using digital tools and rubrics, reducing grading time and increasing consistency in evaluation.
3. Design and implement self-assessment and peer assessment components in online assessments, encouraging student self-reflection and peer learning.

Unit 5:

Integration into Curriculum and Best Practices

After this unit, the learner will be able to:

1. Strategically and seamlessly incorporate online assessments into existing lesson plans and curriculum.
2. Balance online assessments with other forms of assessment, such as class discussions, projects, and presentations, to create a well-rounded and effective assessment strategy that captures a comprehensive view of student learning.
3. Draw from real-world case studies and best practices shared by experienced educators, incorporating proven strategies and techniques to optimize online assessment implementation.

Curriculum Map

References and Resources

• Akyol, Z., Garrison, D. R., & Ozden, M. Y. (2009). Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distributed Learning, 10(6), 65-83.
• Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & education, 57(4), 2333-2351.
• Kehrwald, B. (2010). Being online: Social presence as subjectivity in online learning. London Review of Education, 8(1), 39–50.
• Larreamendy-Joerns, J., & Leinhardt, G. (2006). Going the distance with online education. Review of Educational Research, 76(4): 567–605.
• Ludwig-Hardman, S., & Dunclap, J. C. (2003). Learner support services for online students: scaffolding for success. International Review of Research in Open & Distance Learning, 4(1): 1–15.
• Sorensen, E. K., & Takle, E. S. (2005). Investigating knowledge building dialogues in networked communities of practice. A collaborative learning endeavor across cultures. Interactive Educational Multimedia. 10: 50–60.
• Vonderwell, S., Liang, X., & Alderman, K. (2007). Asynchronous discussions and assessment in online learning. Journal of Research on Technology in Education, 39(3): 309–328.