COPLACDigital - Assessment Workshop & Online Learning Resources


June 11, 2016 - University of North Carolina, Asheville

First:  A word about Power Pointless!  We at the University of Illinois Springfield Center for Online Learning, Research and Service present often at academic conferences.  We encourage attendees to freely share presentation materials online using web-native tools that encourage collaboration and updating. You may follow the session using your personal mobile device to dig deeper into the topics we discuss and share with others following the conference.



Learning Outcomes for Mellon Foundation Grant COPLACDigital Project
  • To develop a familiarity with diverse methods and processes of digital history and utilization of technological resources in research, data analysis, and presentation.
  • To work together cooperatively and creatively

  • To conduct research in a variety of settings and media.

  • To demonstrate application of critical analysis, written, and oral communication skills through website and oral presentation.

  • To gain an understanding of the course subject and content and to effectively communicate the content to the public using digital technology.


  1. It is all about the student experience. 
    1. Assessment for Curicular Improvement
      1. What do you want students to know (cognitive)
      2. What do you want students to care about (affective)
      3. What do you want students to do (behavioral)
    2. Assessment for Powerful Learning through Improved Instructional Methodology
    3. Community of Inquiry Model
  2. Purpose of Assessment for the Mellon Foundation Grant
    1. Provide Continued Opportunities for Funding

Generational Expectations


  1. Assessment of Courses in Distance Environments
    1. Development of rubrics/standards
    2. Using skills to effectively evaluate participation in a digital atmosphere
  2. Digital Fluency Assessments for Building Student Understanding

Program assessment is ongoing and iterative.

  1. Establish learning outcomes
    • what will successful students know, do, and/or value at the end of the course /program?  
    • How has student behavior been affected by this course/program
  2. Determine learning opportunities for students such as projects, writing assignments, oral presentations, social media publication, etc.
  3. Collect and analyze student work in order to determine how well students have meet the stated learning outcomes.
  4. Use those data results and collaboratively develop and implement an improvement plan to improve student learning.
  5. Plan to celebrate and promote student success when assessment results indicate meeting or exceeding the high standards of learning outcomes.


What Makes Assessment Difficult?

  1. Lack of clearly stated and measurable learning objectives.
  2. Learning activities or experiences that do not align to stated learning objectives.
  3. No agreement reached on consistent rubrics and evaluation techniques.
  4. Inaccurate data collected.
  5. Planning to do too much.  Watch the workload carefully.


Synchronous Activity Model
    (http://www.irrodl.org/index.php/irrodl/article/view/1174/2253)





Critical Friends Feedback Form

Adapt as needed to use in your classes.  

Used for Peer Assessment as a Formative Assessment Tool.

Use this guide when you respond to each of your peers’ research projects


Your Name: ___________________________________________________________

The Person’s Name to which you are Responding:____________________________

Date: _________________________________________________________________

 

I particularly liked....

 

 

 

You might want to look at these additional resources related to your topic....

 

 

 

Did you think about....

 

 

 

 

The questions I have after reading your draft are

1.  

2.  

3.

 

 

Best Practices in Teaching Blended and Online

Hide Details
  1. Be present!
  2. Be organized!
  3. Provide feedback!
  4. Use technologies that work!
  5. Engage your students!
  6. Be yourself!
  7. Have a support system!

Below you will find two major resource sections.

  1. Assessment Resources and related teaching in a synchronous environment resources.
  2. Resources related to Best Practices when Teaching Online Resources


Assessment Resources & Synchronous Activity

Design and Implementation of Synchronous Assessment

Examining Interactivity in Synchronous Activity

Sample Rubric for Distance Educators

Using Rubrics to Assess Student Work

A Rubric to Assess Rubrics

Teaching Guide for Creating Good Rubrics

Assessment Basics – Carnegie Mellon

Mid-Term Teaching Evaluation

Successful Blended/Hybrid Assessment

Formative Assessment and Blended Learning

Reframing Reliability for Writing Assessment

Articulating a Hermeneutic Theory of Writing Assessment

Assessing Assessment: Toward a Hermeneutic-Phenomenological Perspective


Online Learning Resources

Discussion Boards and Rubrics

Online Program Assessment Handbook (Mass)

Writing Good Discussion Questions

Assessing the Message in Online Discussions

Modeling Effective Online Discussion

6 Principles for Creating Unforgettable e-Learning experiences

8 Steps for Creating Awesome e-Learning Storyboards

Pedagogy Wheel

In Person Online: The Human Touch

Building a Community of Practice

How NOT to Teach Digital Humanities





Contact information:
Dr. Vickie Cook
Director of the Center for  Online Learning, Research and Service
University of Illinois Springfield
~
217-206-7317