Online Assessment and Evaluation

In this module, the focus captured the organization, creation, and use of summative assessments for checking for understanding in an online or blended learning classroom. The learning and video discussions focused on specific strategies for the use of the data collected from assessments to guide current and future instruction based on the interests of the student. This would be the most ideal manner of collaboration between student and teacher in a student-centered model. In conclusion, I created an assessment plan for a social justice unit centered around the Civil Rights Movement. This activity helped me plan for and enhance my instruction in real time due to the use of Web 2.o digital tools which provide live data. This process of learning created a deeper understanding in my teaching philosophy for alternative forms of assessment geared towards digital natives and keeping this demographic engaged.

The creation and use of Web 2.0 tools for formative and summative assessment discussed during this module provided insight on the numerous methods of assessment I can provide for my students and teachers during an online or blended model of learning. Students and teachers will be able to assess and create assessments with entries, video posts, reflections, etc. In order to mediate assessments with fidelity, I feel there are some areas that need to be considered to make the assessment valuable for all stakeholders.

• Clear and concise Instructions- Teacher instructions should strive to be very clear and easy to follow. If they are not clear, students might become confused and cause them struggle in achieving the learning goals.

• Clear Expectations- Learning expectations should strive to be clear and emphasized repeatedly throughout the assessment plan. Students should keep in mind the learning objectives as they complete assignments to ensure they meet expectations.

• Web 2.0 Tools Knowledge Base- Students will strive to sharpen their skills in use and knowledge of all Web 2.0 tools used in the process. I will strive to ensure all students or teachers receive adequate training, practice and time to use all of the assessment tools. Failure to do so will make assessments difficult to navigate. This would create barriers instead of easy pathways to achievement.

The learning in this particular module strengthen my skills in one particular and important competency from the Blended Learning Teacher Competencies:

• Domain 4: Technical Skills

  • Competency 1: Data Practices

    • Standard B: Continually assess student progress against clearly defined standards, goals, and outcomes to identify specific topics in which each student needs additional support to achieve mastery of a concept or skill.

With increased knowledge and understanding from completing the videos and readings online, I can plan for future assessments and teach my staff how to monitor student progress in an online or blended model. Creating and learning about different assessment tools has increased my confidence in developing teachers in using these tools, but will teachers to consistently monitor student progress, give effective feedback and modify instruction to the specific needs of each student.

Completing the activities and readings from this module reminded me of the importance of planning ahead to provide structure and organization (via assessment plan or syllabus). Failure to provide this level of support during instruction and assessment will allow for student achievement. Creating this assessment plan provided valuable practice in creating and using digital tools to assess student learning. Online learning has evolved throughout the many years I have been an educator and it has now equipped me with life-long strategies and tools to give learners individual attention to their needs and a structured pathway forward towards achieving academic success.

I have learned that in the blended learning environment it is important to remember students are working asynchronously. In the traditional classroom setting, students are asked to answer a question, take a quiz, or complete an assignment at the same time. The teacher reviews the formative assessment data and uses it to guide instruction and plan for future instruction. The blended learning environment provides differences in learning styles as you may have students working ahead on their project or as activities are assigned on a daily basis, while another student waits to complete a task. The instructor must constantly modify and adjust instruction for individual interests in the classroom and track how individual students are progressing.

When considering and creating during this method of collaboration, the following areas should be considered:

• The student provides a response.

• The response is monitored.

• The response is diagnosed.

• Feedback is provided based on the response.

• Students learn from the feedback.

• In the end, growth is reported and celebrated.