Posts about online and blended learning to spark some innovation.
Online assessments - not just multiple choice questions.
Two thoughts have been keeping me up the past few nights. First and foremost on my mind is how will I ever get my house and kitchen ready for Passover? The second theme playing over and over is how should I include assessment in my blended navi class? What type of activities should I include, and how will the sixth grade students respond to the assessments that are embedded in their computer time?
At the start of development, the online instructor may use Bloom’s taxonomy to write learning objectives. These objectives should clearly state what the learner should know, what skills the learner should be able to do, and how he is able to apply the knowledge. Interactive learning and authentic assessment activities guide and document the learning process. All learning management systems provide tools to ensure smooth progression and accurate assessment throughout the course. The quizzes, tests, essays, or short answer responses do not have to be dreaded by students if the material is organized simply and consistently.
Formative assessments sample student learning and guide the learning process. Surveys, interactive games, virtual labs and quizzes should match closely with analysis, evaluation, comprehension and knowledge. The feedback and data allows the instructor to modify the teaching plan and the learning experience in order to meet the learning outcomes. By using the information from these assessments, instructors can identify areas that are unclear, and provide remediation before moving the learners to new concepts.
These are some of the ways the learning management system Moodle supports the instructor and students.
· Standard activities, such as assignment, quiz, survey, wiki, forum and choice engage and assess the students. Moodle can generate immediate feedback to the student using automatic scoring. Automatic messages from the instructor to students is based on the score of self-tests which allows for multiple attempts at quizzes.
· Teachers can give spoken audio feedback in assignments. Assignments can be graded using a numerical or custom scale or an advanced grading method with as a rubric. Final grades are recorded in the gradebook.
· The workshop type of activity enables peer assessment, where students submit their work via an online text tool and attachments. There are two grades for a student: their own work and their peer assessments of other students' work.
· The SCORM option enables SCORM -Sharable Content Object Reference Model- packages to be included as course content, with the results included in the Moodle grade book. (Creating SCORM quiz like activities through learning object creators like Articulate Storyline can be a full time job in itself).
· A new interface allows the teacher to annotate directly on a student’s file. By using UploadPDF on an assignment, comments can be inserted anywhere on the document, just like a markup on a Word document. The PDF can be sent back to the student, and can be stored in one convenient place like Google Drive or Dropbox.
· Teachers can make decisions about how well the student is doing, using the statistics and data individually or by the whole class.
In addition to the assessments embedded on the learning management systems, and the SCORM activities, other types of formative and summative assessments can be completed by the students. A creative form of assessment is having students design an infographic. An infographic is more than just an online poster. It is a visual representation of learned knowledge, information and data displayed graphically. With web2.0 tools like http://www.easel.ly/ or http://infogr.am/, you don’t have to be a graphic artist to create an attractive infographic.
Enjoy this Passover infographic while I continue to cleam my house of Chametz.