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

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1. Understand assessment of online discussion activities.  
 
1. Understand assessment of online discussion activities.  
  
2. Conduct peer reviews of discussion activities in this lesson.
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2. Conduct peer reviews of assessment tools.  
 
 
3. Provide feedback for this professional development course.
 
  
 
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[[Image:pin.gif]] Activities:  
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[[Image: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:   
 
1.  Create your own rubric to grade your student's discussion activities. Here are several resources on student assessment to get you started:   
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[[Image:arr.GIF]] [[Unit 3 E-Lecture]] Assessment and Evaluation'''
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[[Image:Electure.jpg]]
 
[[Image:Electure.jpg]]
 
[[Image:pin.gif]] [[Unit 3 E-Lecture]]
 
 
 
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[[Image:pin.gif]]'''Reflection Activity:'''
 
[[Image:pin.gif]]'''Reflection Activity:'''
  
 
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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.   
Post your reflection journal to the Angel course page.   
 
  
 
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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