By Rena M. Palloff, Keith Pratt
Written through Rena M. Palloff and Keith Pratt, specialists within the box of on-line educating and studying, this hands-on source is helping larger schooling pros comprehend the basics of potent on-line evaluate. It deals suggestions for designing and enforcing artistic review practices tied on to direction actions to degree pupil studying. The publication is stuffed with illustrative case reports, genuine exams dependent in real-life software of techniques, and collaborative actions that determine the standard of pupil studying instead of hoping on the normal equipment of measuring the quantity of knowledge retained.
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Extra info for Assessing the Online Learner: Resources and Strategies for Faculty (Online Teaching and Learning Series (OTL))
And needs. Source: New Mexico Teacher Competencies, 9/10/2003. Retrieved on June 10, 2007 from [http://www. html]. more effectively and to more precisely describe what an activity is designed to do. Finally, they assist in determining assessments for measuring student performance in the course. Outcomes are generally written to cover four areas of learning: • Knowledge—Content, topics, and the like • Cognitive skills—What students are expected to do with the content (based on Bloom’s Taxonomy, which we discuss a bit later in this chapter) • Subject-specific skills—Professional skills, motor skills, and so on 10 Assessing the Online Learner • Key skills—Specifically tied to the competencies established for the program of study Well-written outcomes contain three parts: • Behavior—Outcome described in performance terms • Criterion—How well or how often a learner must perform to be judged adequate • Conditions—The conditions under which the student is expected to perform When we look at outcomes in this way, their relationship to assessment becomes clearer.
This chapter will also address the following questions: 29 • How do we empower learners to take responsibility for their learning in the online environment through good assessment? • How can we bring the “real world” into the assessment of online learning? • How can we incorporate higher-order thinking skills and reflection into online assessments? • How can good online assessment practice help move students from basic knowledge acquisition and repetition to development as reflective practitioners?
Although group projects, and particularly the assessment of those projects, can be more challenging in the online environment, establishing guidelines for collaboration and collaborative assessment can help with this task. A simple rule to remember when assessing collaborative work is that collaborative activities are best assessed collaboratively. At the conclusion of a collaborative activity, we generally ask our students to submit a self-assessment of their own contributions to and participation in the activity, along with a peer assessment that does the same for all members of the group.
Assessing the Online Learner: Resources and Strategies for Faculty (Online Teaching and Learning Series (OTL)) by Rena M. Palloff, Keith Pratt