Assignments and Assessments

File and Link Submission

Files and links can be submitted by students using an assignment in Moodle. Completed writing assignments and other assignment files can be submitted this way. You can also enable a text entry box so students type shorter responses directly into the assignment without the need for creating a document in another program first. Instead of just submitting written content, the text entry option can be used for students to submit links to content they created online. Students can create a video, a podcast, or a drawing instead, and submit the link through the Moodle assignment. If you want students to be able to see and/or comment on each other's work, create a forum instead and have students post the links to their work their. Students can view other assignments and offer comments and suggestions all in one place.

Writing in Google Docs

Traditionally writing assignments have been typed up, printed, and handed in when students come to class. This required instructors to make physical marks of correction on the document and return it to the student to make updates and corrections before re-printing and handing in another sheet of paper. With the introduction of email and learning management systems like Moodle, documents could be submitted and returned electronically. This still necessitated the saving of multiple versions of the document and the transfer of the file. With Google Apps for Education, the process of sharing, commenting on, and correcting writing assignments has become even more streamlined. Students can share documents with instructors within Google Drive, the instructor can make suggestions and comments on the students work, and the student can make all of the corrections. All without sending the file back and forth. All comments and changes are saved in the document's history and the student is notified by email when comments are made or resolved. This same format can also be used with teams working on the same document. So that multiple documents from the same student are not confused, I still suggest that the student posts the link to each document within an assignment or forum on Moodle.

Discussion Board Process

The process of taking part in a discussion in a Moodle forum is similar to the writing and correcting process described above, but without the use of Google Apps. A discussion is not just about getting a thoughtful response from your students. For that, they could just write an essay. A discussion should introduce them to thoughts and concepts they may not be familiar with. The discussion post or forum process I recommend has three steps.

1. The Initial Question - The instructor presents a prompt or series of questions that the students respond to. This response could completely consist of opinion, or it could be based on readings or previously distributed course materials.

2. The Response - All students should respond to several other students in the class concerning their answer to the initial question. This response should be constructed in such a way that it not only comments on the initial answer, but also poses additional questions and encourages students to expand on their initial answer.

3. The Reflection - After writing several responses to other students and reading several responses to their own initial answer, students should write a final reflection on whether their understanding of the initial question or topic has changed any. Likely they will have stumbled across new ideas or realized their previous ideas were incomplete after a thorough Response phase.

Creative Assignments

When creating online courses, instructors often get overwhelmed trying to think of how to change all of the assignments in their course. I encourage instructors to start with what you do in a traditional class and start from there. Many times, assignments can be replicated to an online environment. But, just because an assignment can be replicated online doesn't mean that it should. Try having students demonstrate their understanding of a topic in other ways. Video has become a mainstay of delivering content in online classes. Have students create short videos of themselves explaining a topic or demonstrating a skill. Students can use tools like Loom and QuickTime Player to record presentations and create screencast videos for assignments. Drawings and charts in Google Drawing and Sketch Up can also be used to demonstrate understanding of sequences, layouts, and complex designs. Providing choice in assignments gives students the opportunity to make use of their own strengths and creativity while demonstrating their mastery of the course objectives. While I encourage more freedom in student assignments, it's important that students are still demonstrating objective mastery with integrity. Here is a resource on assigning more creative assignments and the responsibilities and benefits of such assignments.

Assessing Higher Level Thinking in Moodle Quizzes

At the same time, assessments can be created that do not need to be proctored. If you are concerned with students cheating on your test or exam, create an assessment that they cannot cheat on. There are many options for assessments that not only make it nearly impossible to cheat, but they often assess higher level thinking as well. Just as you may have created a take-home exam in the past, create a test that moves beyond simple understanding and recall. Have students apply their understanding by analyzing a situation or case study based on the concepts covered in the course. Or they can assess evaluate a sample analysis for even further development of the skills.

Moving beyond exams, project based assessment not only demonstrates mastery of course objectives, it can also display students' problem solving skills and natural creativity. Many times, instructors find new ways to design assignments based on ideas gathered from creative student submissions.

Alternatives to Traditional Testing (UC Berkeley, CTL)

Measuring Student Learning (Cornell University, CTE)

Assessment Resources (Cornell University, CTE)