Difference between revisions of "Unit 3: Assessment and Evaluation"

From KNILT
m
m
 
(16 intermediate revisions by the same user not shown)
Line 1: Line 1:
 
[[Image:pin.gif]]'''Target objectives for Unit 3:'''
 
[[Image:pin.gif]]'''Target objectives for Unit 3:'''
  
Upon completion of this unit, participants will:
+
''Upon completion of this unit, participants will:''
  
 +
1. Understand assessment of online discussion activities.
 +
 +
2. Conduct peer reviews of assessment tools.
  
 
----
 
----
 +
'''
 +
[[Image:pin.gif]] Activities:'''
  
[[Image:pin.gif]]
+
1. Create your own rubric to grade your student's discussion activities. Here are several resources on student assessment to get you started:
 
 
[[Unit 3 Lecture]]  Forthcoming: '''Using rubrics to assess discussions.'''
 
 
 
Here are some great resources for online assessments:  
 
  
:Edelstein & Edwards. (2002) Assessing Effectiveness of Student Participation in Online Discussions. Five categories important for building a learning community (promptness and initiative, delivery of post, relevance of post, expression within the post, and contribution to the learning community).
+
:Bedard-Voorhees, A. (2005). Increasing Engagement for Online and Face-to-Face Learners Through Online Discussion Practices. The Cross Papers Number 8. Phoenix: League for Innovation in the Community College. [http://www.cos.edu/view_page.asp?nodeid=3885&parentid=3872&moduleid=1].
  
:Garrison et al. (2001) Cognitive Processing Categories. May be useful when assessing the quality of postings: (1) triggering (questioning); (2) exploration (information seeking and sharing), (3) integration (providing solution), and (4) solution (testing solutions)
+
:Edelstein & Edwards. (2002). If You Build It, They Will Come: Building Learning Communities Through Threaded Discussions. ''Online Journal of Distance Learning Administration'', Volume V, Number I, Spring 2002, State University of West Georgia, Distance Education Center. [http://www.westga.edu/~distance/ojdla/spring51/edelstein51.html].
  
:Kleinman. (2005) Grading Rubric for Online Discussion Participation. Provides detailed grading criteria.
+
:Roblyer, M. D. and Ekhaml, L. ''How Interactive are YOUR Distance Courses? A Rubric for Assessing Interaction in Distance Learning''. State University of West Georgia. [http://www.westga.edu/~distance/roblyer32.html]
  
:Dringus & Ellis. (2005) Assessment of Student Progress in Forums
 
  
:Roblyer, M. D. and Ekhaml, L. How Interactive are YOUR Distance Courses? A Rubric for Assessing Interaction in Distance Learning [http://www.westga.edu/~distance/roblyer32.html]  State University of West Georgia.
+
2. Post your completed rubric to the Angel Drop Box for peer review discussion activity. We will be discussing the project outcomes in the Discussion Forum for this Unit.   
   
 
  
 
----
 
----
 +
'''
 +
[[Image:arr.GIF]] [[Unit 3 E-Lecture]] Assessment and Evaluation'''
  
[[Image:pin.gif]]'''Activities:'''''
+
[[Image:Electure.jpg]]
 
 
These activities cover a two-week span. You should begin these assignments now.'''
 
 
 
1.
 
 
 
2.
 
 
 
 
----
 
----
[[Image:pin.gif]]'''Reflection:'''
 
 
  
 +
[[Image:pin.gif]]'''Reflection Activity:'''
  
Post your reflection journal to the Angel course page.   
+
1. What are the most important considerations for assessment of student discussions?  How will you evaluate your own students?  Do you think sharing a rubric with your class serves to improve the quality of student posts? Post your reflection journal to the Angel course page.   
  
 
----
 
----
[[Image:pin.gif]]'''Click here to submit your feedback on this workshop. (interactive survey)
+
[[Image:pin.gif]]'''Please take a few minutes to provide me with your feedback, comments, and suggestions for this professional development workshop. I can be reached at: [mailto:amcs20078@gmail.com Anne Canale Stalnecker].'''
  
 
----
 
----

Latest revision as of 21:47, 14 May 2008

Pin.gifTarget objectives for Unit 3:

Upon completion of this unit, participants will:

1. Understand assessment of online discussion activities.

2. Conduct peer reviews of assessment tools.


Pin.gif Activities:

1. Create your own rubric to grade your student's discussion activities. Here are several resources on student assessment to get you started:

Bedard-Voorhees, A. (2005). Increasing Engagement for Online and Face-to-Face Learners Through Online Discussion Practices. The Cross Papers Number 8. Phoenix: League for Innovation in the Community College. [1].
Edelstein & Edwards. (2002). If You Build It, They Will Come: Building Learning Communities Through Threaded Discussions. Online Journal of Distance Learning Administration, Volume V, Number I, Spring 2002, State University of West Georgia, Distance Education Center. [2].
Roblyer, M. D. and Ekhaml, L. How Interactive are YOUR Distance Courses? A Rubric for Assessing Interaction in Distance Learning. State University of West Georgia. [3]


2. Post your completed rubric to the Angel Drop Box for peer review discussion activity. We will be discussing the project outcomes in the Discussion Forum for this Unit.


Arr.GIF Unit 3 E-Lecture Assessment and Evaluation

Electure.jpg


Pin.gifReflection Activity:

1. What are the most important considerations for assessment of student discussions? How will you evaluate your own students? Do you think sharing a rubric with your class serves to improve the quality of student posts? Post your reflection journal to the Angel course page.


Pin.gifPlease take a few minutes to provide me with your feedback, comments, and suggestions for this professional development workshop. I can be reached at: Anne Canale Stalnecker.


Arr.GIF Facilitating Effective Online Discourse Home Page

Arr.GIF Unit 1: The Learning Community and Online Discussions

Arr.GIF Unit 2: Constructing Online Discussion Activities

Arr.GIF Unit 3: Assessment and Evaluation

Arr.GIF References and Resources