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How does moving online change my course assessments?
How does moving online change my course assessments?
Recommended time: 6 to 20 minutes (varies) + planning activities
Listen [1:07]
Listen [1:07]
Introduction-Part2.mp3Introduction
Introduction
The first thing that many of us think about when designing a course are the assessments: participation marks, assignments, presentations, and tests. Some types of assessments work better online than others, but most of your existing assessments will be usable in an online course, though many will require some small changes to make them more accessible and equitable. Some assessments will not be worth the pressure they create, and some just won't translate well to learning online, and you will have to abandon those in favor of re-weighting your grades, or creating other activities.
The sections below discuss each of the common types of course assessments we commonly use in face-to-face courses, and how they might translate online. Watch the introduction, and then complete the sections for the types of assessments that you have in your face-to-face course. Above all, be mindful of reducing your marking load. As I said in the planning section; time is used and organized differently in online courses. You will be spending more time communicating with your students and marking for accountability. The more you give them, the more you have to mark, so think critically about your learning objectives and what exactly you need to have them do to represent their learning.
Kim
Learning Objectives
Learning Objectives
By the end of this section, you will be able to:
Describe the importance of small, low-stakes assessments in online courses.
Discuss the importance of minimizing your marking load in online courses.
Identify general best practices for assessments in online courses.
Discuss ways that participation marks can be used in online courses.
Discuss online alternatives to high-stakes exams.
Discuss special considerations for group assignments in online environments.
Identify several ways that students can do presentations in online courses.
Identify several academic integrity strategies to use with online assessments.
Activity
Activity
Continue the assessment plan in the course planning template.
Workshop Videos
Workshop Videos
The videos in this section were created with the intention that you watch the introduction, and then only the remaining ones that are useful to you.
If you prefer to read this content, the slides were created with that in mind, and can be found in the resource section.
You can make videos full screen by clicking the full screen icon in the bottom right-hand corner of the video.
Quick Tips
Quick Tips
Minimize your marking.
Put some assessments earlier in the term.
Don't depend on a single technology.
Give students a choice of how they represent their learning.
Use small assessments.
Create assignments that build on each other throughout the term.
Be flexible with deadlines.
Resources
Resources
eBook: Online Assessment in Higher Education (UCalgary)
Resources on creating a course schedule and checklist for students can be found in the section on Designing to Support Students (Part 3)
Quick Tips
Quick Tips
Reflect on what course activities might require the "carrot" of participation marks.
Don't default to your face-to-face participation metrics.
Consider a variety of participation types.
Give an alternative activity to students who watch recordings of live sessions.
Consider using a checklist for participation.
It's okay if participation marks are worth a lot, and most students get them all.
Resources
Resources
Exams, Midterms, and Quizzes
Exams, Midterms, and Quizzes
2.3.mp4Video 3 - Exams, Midterms, and Quizzes [3:32] (Watch with captions)
Quick Tips
Quick Tips
Wherever possible, don't do large-scale exams and midterms online.
Do more frequent, smaller assessments.
Consider take-home and open-book tests.
Consider doing a final project instead of a final exam.
Be clear about your academic integrity expectations.
Consider building a question pool (bank).
As much as possible, use self-marked questions in Blackboard.
Resources
Resources
Academic Integrity Considerations for Online Assessments (AI)
Note: If you feel you must use large-scale online exams, please contact Academic Integrity (aio@macewan.ca) for best practices.
Doing Open Book Exams in Blackboard (eLearning)
Creating an Alternative Final Assessment in Blackboard (eLearning)
Quick Tips
Quick Tips
Use whatever assignments you can from your face-to-face course.
Break assignments up into smaller chunks.
Schedule assignment tasks for your students.
Give students a choice of how they represent their learning.
Don't depend on a single technology.
Use group assignments purposefully and make the group optional.
Refer students to existing supports.
Resources
Resources
Master Group Contract (please download a copy and delete the sections that aren't relevant to your assignment)
Note: If students are uploading video assignments to Blackboard, we recommend that they use the Kaltura Mashup tool.
Quick Tips
Quick Tips
Don't do live synchronous presentations unless there are opportunities to re-do them if technology fails.
Allow students to record or construct a part of a whole.
Consider giving students a choice of how they present, including audio recordings, full podcasts, recorded live sessions, videos, and screencasts.
Resources
Resources
Recommended Audio Recorders By System List (updated regularly)
How to Record and Access Recordings in Collaborate Ultra (Note: All session guests must be made moderators in the room setup settings for this to work.)
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