This course introduces teachers and interested adults to K12 blended and online learning. Participants will design a blended or online unit and develop one module to use with K12 students.
Week Two Video 4
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来自 University System of Georgia 的课程
K-12 Blended & Online Learning
28 个评分
从本节课中
Active Learning & Assessment in K12 Blended & Online Learning
与讲师见面
Anissa Lokey-Vega, Ph.D.Assistant Professor of Instructional Technology
Department of Instructional Technology
Jim Cope, Ph.D.Executive Director
The Distance Learning Center, Kennesaw State University
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Educational assessment is the measurement and
documentation of student knowledge and skills.
Educational assessment includes three main kinds of assessment.
First, initial assessment or pre-assessments.
Pre-assessments are done before any learning task takes place,
to identify a learner's prerequisite knowledge on a topic.
As a teacher, this helps you identify any
students who will likely need extra support or
extension of learning.
Results from pre-assessments also allow you to show measured growth in
learning when compared to post-assessments, because
it serves as a baseline measurement.
Formative assessment is the second type of assessment.
These are any observable or measurable tasks or
activities completed by the student during the instructional unit.
Formative assessments help you track student progress towards learning goals.
These assessments
help the teacher identify when he or she needs to
reteach or provide accommodations to promote student growth and learning.
Summative assessments are the assessments conducted
at the end an instructional unit.
Sometimes these are called post-assessments.
Summative assessments align to the learning objectives of
your unit and provide evidence of student mastery.
Summative assessments are also used to assign the student
a grade or a credential for completing the learning content.
Let's look at the handout titled Designing Blended and Online Assessment Taxonomy.
I designed this handout to help you
identify and brainstorm assessments that require active learning.
And engage students in the online environment.
You can add to or revise this taxonomy, by
categorizing the assessments you use in your own classroom.
In the left column, you'll see that I use
the; Taxonomy for Teaching, Learning and Assessment from 2001.
Which builds on Bloom's taxonomy.
It starts at the lowest level
of learning, remember, and moves up to
understand, and begins to require active leaning at
the third level, with apply, then analyze, evaluate,
and finally the highest level of leaning, create.
The second column provides you with a list of assessment activity ideas.
What you want to consider is, how are students going
to show me what they know and what they can do.
These activities or projects are the things that students are
going to do to demonstrate to you, their knowledge and skills.
The far right column is your grading and feedback criteria.
Remember, your assessment is not completely designed until you
know how you'll judge the quality of student work.
Let's begin with remember, the lowest level of learning.
Some of the tasks that you can
ask students to complete include multiple choice,
fill in the blank or matching questions.
Many of these assessments can be automatically graded using
the computer, because there is a clear, correct answer.
Other types of assessments might include timed recall, such as
multiplication facts, spelling words, or recitation of a speech, and note-taking.
However, knowing how you'll measure the quality of student work
requires you to identify the criteria you'll use to judge it.
Some grading criteria might include an answer key, a tally
to count errors, or a judgement of incomplete or complete.
Let's look at understand.
This is the second level of learning.
Here, it might be more difficult for a computer to grade open-ended quiz
questions, but students can demonstrate that they
have done more than memorized a concept.
They actually understand it.
Perhaps students completed a discussion
forum or a report.
Where you've asked them to respond to prompts such
as, summarize the text or put into your own
words, or how did this character solve his problem,
or describe the context and setting of the story.
To grade these sorts of responses, you need to
be able to plan how you'll measure student success.
Will you use a checklist, answer key, or possibly a list
of acceptable answers? Let's look at the level apply.
Here, students begin to start using higher-level thinking processes.
Assessment that measures a student's ability to apply a predefined set
of steps to conduct a teacher-specified lab experiment, is one example.
Or the student using a given set of materials
to recreate a piece of artwork is another example.
While making an art piece might sound like creating
in this case, it's likely that students are
using the cognitive processes of application, not original creation.
Another great example of the level apply, is the completion of math word problems
or a discussion form, writing prompt that asks" what approach would you use?"
or how would you this to solve a problem? Or what would happen if?
A checklist that addresses the qualities of the product that the student makes
after applying the steps or a list
of acceptable answers would likely be sufficient.
Another great option is a rubric.
If you're new to K-12 Education, you may not be familiar with rubrics.
Rubrics are a list of required
characteristics or criteria to judge student work.
Then, each criteria is broken
down into levels of success.
Rubrics are not only a great tool for grading and feedback, but
when given to students up-front, they
help students understand what you're looking for.
And they can self-check their progress.
For more about rubrics, visit
rubistar@rubistar.4teachers.org. Now, let's look at analyze.
Some assessments for the level, analyze, might include
student drawings of a concept map, or diagram.
Perhaps students are creating a
classification journal of leaves or insects.
Discussion forums and paper prompts that address analyze
might include: what conclusions can you draw from?
Or what is the theme of this play? When assessing these types of activities,
you may use a list of acceptable answers or it
might be easier to use a list of unacceptable answers.
Because exact right answers become less common at this level of learning.
Of course, once again, a rubric might be the best way
to judge the quality of student work at this level of learning.
Next, let's look at evaluate.
Some assessments that you might use in
your online or blended classroom, include self evaluations.
Let students check their own progress or the progress of a peer.
You might ask students to critique a film or a message in the media.
Perhaps they're selecting their own resources
for a project and rationalizing their selections.
Discussion forums and paper prompts at this level could say.
How do you priortize this list.
Or what is your opinion of?
Or do you agree with?
Appropriate measures of student success include a checklist, or perhaps a
rubric, that's either used by a teacher, a peer or both.
Finally, we've reached the highest level of learning.
Create.
Examples of appropriate assessments include a personalized portfolio, an
original solution to a real problem, an original product design or a work of art.
Other examples include an original story, presentation or perhaps
an original chart, map, diagram or visual. You could also
have students complete a learning log or daily
journal to assess the highest level of learning.
But once again, you always need to plan a
way to judge the quality of your students' creations.
Like the fifth level, evaluate, the best options are likely checklists and rubrics.
Remember, any assessment and grading criteria you choose,
should match or align to your instructional objectives and
your standards.
If it doesn't match, then you won't know
how students are processing towards mastery of that standard.
Online and blended classrooms are not
limited to multiple choice computer graded assessments.
Video and web cameras make the assessment possibilities
endless, much like the face to face classroom.
Assessments in the blended and online classroom range, from
simple multiple choice quizzes, all the way to the creation
of original works.
Blended and online learning become more engaging, active and effective, when you
push your students to the three or four highest levels of learning.
Apply, analyze, evaluate and create.
Much like we do in the last three modules of this course.
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