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zBridget Arend, University of Denver, 2006 TELECOOP ConferenceO, zBridget Arend, University of Denver, 2006 TELECOOP ConferenceKGrading is Teaching: Using Effective Assessment Practices in Online CoursesLL'"Bridget Arend University of Denver##   Why is assessment important? F( 8 Will this be on the test? 0$$Importance of assessmentStudents typically concentrate their efforts on whatever content or cognitive skills they believe will be tested (Black & William, 1998; Bull & McKenna, 2004, Shepard, 2000) Different forms of assessment encourage different types of learning (Gipps, 1994; Hynd et al., 2000; McKeachie et al., 1986; Pintrich, 1989) The form of an exam or essay question can affect how students study (Entwistle, 1996) The nature of online discussion questions influence the types of responses (Meyer, 2004) \Zq=DIDKb M b Criticisms of HE Assessment(. Classroom assessment often encourages superficial and rote learning (Black & William, 1998) Grading is over-emphasized while learning is under-emphasized (Assessment Reform Group, 1999) Higher education instructors do not give priority to providing feedback to students on their learning (Cross, 1988)`.D> f #The Big Lesson From the Literature:$$(@ Assessment for learning rather than assessment of learning ^@ ((#(( (H/   + Are online assessment practices different?,,(-Dissertation Study $Site = CCCOnline Two phase, mixed-method design Phase I/Quantitative = 60 courses across disciplines Surveys of 411 students and 51 instructors 60 course observations Phase II/Qualitative = follow up of 9 courses Email/phone interviews with 29 students and 8 instructors 9 course observations0Z5ZBZ.ZPZ0!BP 8%Assessment Practices "Summative and Formative Assessment##:'Summative AssessmentThomas Angelo s framework of AAHE s 9 Principles of Good Practice for Assessing Student Learning (1992) Principle #2 Use multiple methods Assess multiple dimensions Use multiple assessors Assess over time8vXaXC.Study Findings  A  typical online course: 29 assignments using 5 different methods Students use a variety of learning strategies 65% use non-graded assignments, No peer/group work Assignments due 10 out of 15 weeks ty$$(P $<)Formative AssessmentNon-graded assignments What makes formative assessment successful? Frequent and timely feedback Precise feedback Students using feedback Changing course content or teaching methods when needed *CZZC7$Study Findings  A  typical course: 7 non-graded assignments Instructor interacts with each student at least 20 times, responds within 24-48 hours Instructors give precise feedback 96% of the time Instructors/students use feedback to improve course/learning only half of the time Even with rubrics, students wonder why they got a certain grade.Z4Z 5J1Online Assessment Worksheet; Summative/Formative Assessment How do you fare? Examples?,<((&Study FindingsXPositively related Discussions Written assignments (Problem assignments, Journals)46F fNegatively Related Finals/Midterms Non-graded assignments (Knowledge-based, multiple-choice questions)(TTI0Study FindingsyCommon elements for encouraging critical thinking strategies : Explicit Intent Time for Reflection Instructor Guidance >?:? :  ?-Study HighlightsyDiscussions Play informal, formative role Instructor role = neutral, participate infrequently, probe/challenge students & n n@,Study HighlightsKnowledge-Based, Multiple-Choice Exams Least useful for understanding student knowledge Instructors use as discipline tool or because they are supposed to Has evolved from summative to formative role &''K2Online Assessment Worksheet: Encouraging Critical Thinking How do you fare? Examples?,;((5" Take-aways   Thank you!  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A Study About Assessment in Online CoursesPowerPoint PresentationPowerPoint PresentationImportance of assessmentCriticisms of HE Assessment$The Big Lesson From the Literature:PowerPoint PresentationDissertation Study Assessment Practices Summative AssessmentStudy Findings Formative AssessmentStudy Findings Study FindingsStudy HighlightsStudy Highlights Take-aways Thank you!  Fonts UsedDesign Template Slide Titles(T\ _PID_HLINKS _TemplateIDAxhttp://portfolio.du.edu/barendTC010721281033tfolio.du.edu/barendTC010721281033%_* Bridget ArendBridget Arend  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~     X !"#$%&'()*+,-./0123456789:;<=>?@ABWYZ[\]^_`abcdefghijklmpqRoot EntrydO)VyoPicturesCurrent UserGSummaryInformation(RPowerPoint Document(VDocumentSummaryInformation80 DWingdingsRomanL5t\ )0tY 0c .  @n?" dd@  @@`` (           pn>>    2$w{:A~!bl!/2$ٸX ™?¡2l!/2$`dlkhvdd$S/$/2$$mOIG@k.0nVx/2$3!F@el*R /2$,ͼ @MTY`/$/2$H\S.gMm /$/2$$5O&8NNQh0t/2$Еں%$Q" 7/ <AA -t!bKnV@8FG]mJ ʚ;:{>*ʚ; g4PdPd )0hppp@ <4dddd 0$86<4!d!d 0$86<4BdBd 0$86h___PPT2001D<4Xp0___PPT10 *___PPT9 z? zBridget Arend, University of Denver, 2006 TELECOOP ConferenceO, zBridget Arend, University of Denver, 2006 TELECOOP ConferenceFLIf You Grade it Will They Learn? A Study About Assessment in Online CoursesMM'"Bridget Arend University of Denver##   Why is assessment important? F( 8 Will this be on the test? 0$$Importance of assessmentStudents typically concentrate their efforts on whatever content or cognitive skills they believe will be tested (Black & William, 1998; Bull & McKenna, 2004, Shepard, 2000) Different forms of assessment encourage different types of learning (Gipps, 1994; Hynd et al., 2000; McKeachie et al., 1986; Pintrich, 1989) The form of an exam or essay question can affect how students study (Entwistle, 1996) The nature of online discussion questions influence the types of responses (Meyer, 2004) \Zq=DIDKb M b Criticisms of HE Assessment(. Classroom assessment often encourages superficial and rote learning (Black & William, 1998) Grading is over-emphasized while learning is under-emphasized (Assessment Reform Group, 1999) Higher education instructors do not give priority to providing feedback to students on their learning (Cross, 1988)`.D> f #The Big Lesson From the Literature:$$(@ Assessment for learning rather than assessment of learning ^@ ((#(( (H/   + Are online assessment practices different?,,(-Dissertation Study $Site = CCCOnline Two phase, mixed-method design Phase I/Quantitative = 60 courses across disciplines Surveys of 411 students and 51 instructors 60 course observations Phase II/Qualitative = follow up of 9 courses Email/phone interviews with 29 students and 8 instructors 9 course observations0Z5ZBZ.ZPZ0!BP 8%Assessment Practices "Summative and Formative Assessment##:'Summative AssessmentThomas Angelo s framework of AAHE s 9 Principles of Good Practice for Assessing Student Learning (1992) Principle #2 Use multiple methods Assess multiple dimensions Use multiple assessors Assess over time8vXaXC.Study Findings  A  typical online course: 29 assignments using 5 different methods Students use a variety of learning strategies 65% use non-graded assignments, No peer/group work Assignments due 10 out of 15 weeks ty$$(P $<)Formative AssessmentNon-graded assignments What makes formative assessment successful? Frequent and timely feedback Precise feedback Students using feedback Changing course content or teaching methods when needed *CZZC7$Study Findings  A  typical course: 7 non-graded assignments Instructor interacts with each student at least 20 times, responds within 24-48 hours Instructors give precise feedback 96% of the time Instructors/students use feedback to improve course/learning only half of the time Even with rubrics, students wonder why they got a certain grade.Z4Z 5&Study FindingsXPositively related Discussions Written assignments (Problem assignments, Journals)46F fNegatively Related Finals/Midterms Non-graded assignments (Knowledge-based, multiple-choice questions)(TT?-Study HighlightsyDiscussions Play informal, formative role Instructor role = neutral, participate infrequently, probe/challenge students & n n@,Study HighlightsKnowledge-Based, Multiple-Choice Exams Least useful for understanding student knowledge Instructors use as discipline tool or because they are supposed to Has evolved from summative to formative role &''5" Take-aways   Thank you!  WBridget Arend University of Denver bridget.arend@du.edu http://portfolio.du.edu/barend XX`# 08V/T E> 0 ~(   r   S h   r   S |h` @   R   C *A ED00253_P H   0޽h ? fr*fT*VK ՜.+,D՜.+,    (0 8 j7On-screen Shown-sHomereeV_ ArialTimes New Roman Wingdings QuadrantMIf You Grade it Will They Learn? A Study About Assessment in Online CoursesPowerPoint PresentationPowerPoint PresentationImportance of assessmentCriticisms of HE Assessment$The Big Lesson From the Literature:PowerPoint PresentationDissertation Study Assessment Practices Summative AssessmentStudy Findings Formative AssessmentStudy Findings Study FindingsStudy HighlightsStudy Highlights Take-aways Thank you!  Fonts UsedDesign Template Slide Titles(T\ _PID_HLINKS _TemplateIDAxhttp://portfolio.du.edu/barendTC010721281033%_V Bridget ArendBridget Arend