Use one or more of these optional activities to apply what you've learned to your own course. Complete the activity on your own. Share your work with a colleague informally or through a Peer Review. Or, ask for feedback through the discussion forums in this space. Consider also providing useful constructive feedback to others; it is a great way to solidify your own understanding of these concepts.
You might also find the content of these activities useful to bring concrete ideas and questions to the your peers or the course facilitators. And the collaboration doesn't end there-- continue these discussions with the colleagues at your institution and in your broader peer groups.
Assessment Activity #1: Expectations
- Rubric criteria:
- Assessments match the goals and objectives
- Learners are directed to the appropriate objective(s) for each assessment
- Rubrics or descriptive criteria for desired outcomes are provided (models of “good work” may be shown, for example)
- Instructions are written clearly and with sufficient detail to ensure understanding
- Read "What is Authentic Assessment" by Jon Mueller at North Central College.
- Using goals or objectives that you have written for your course, write an authentic learning assessment that is aligned to one or more of these goals/objectives. Explain how the assessment is designed to evaluate the student's work with regard to the objective(s).
- Tip: Think about what types of critical thinking are important to the goals of your course.
- Review the assessments and objectives in this Exemplary Course Program winning course: University of New Mexico, Dr. Becky Adams, Theory & Practices of Distance Learning - OLIT 535
Assessment Activity #2: Design
- Rubric criteria:
- Assessments appear to measure the performance they claim to measure (e.g., activities are explained using appropriate reading level and vocabulary)
- Higher order thinking is required (e.g., analysis, problem-solving, etc.)
- Assessments are designed to mimic authentic environments to facilitate transfer
- Assessment activities occur frequently throughout the duration of the course
- Multiple types of assessments are used (research paper, objective test, discussions, etc.)
- Read "Online Assessment Design Strategies: A Primer" by Jeanne Sewell, Karen Frith, and Martha Colvin for the MERLOT Journal of Online Learning and Teaching.
- Write a short description of how two or more assessment techniques will be used in your course and why these techniques are suitable to the goals of the course.
Review the assessments in this Exemplary Course Program winning course: Tulsa Community College, Jennifer Campbell, Medical Terminology - ALDH 1323
Assessment Activity #3: Self-Assessment
- Rubric criteria:
- Many opportunities for self-assessment are provided
- Self-assessments provide constructive, meaningful feedback
- Read "Student Self-Assessment: The Key to Stronger Student Motivation and Higher Achievement" by James H. McMillan and Jessica Hearn.
- Write a description of one or more activities in your course that include self-assessment.
- See examples of self-assessment in this Exemplary Course Program winning course: University of Pittsburgh - Katz Graduate School of Business Center for Executive Education, Rosemarie Lyons, Holly Shifflet and team, Management Essentials Online
Assessment Activity #4: Rubric Review
- Read the Assessment section of the Blackboard Exemplary Course Program Rubric.
- Use the rubric to review the assessment in your own course. Take notes and give yourself feedback in the assessment section of your Self Review.
- Optionally, ask a colleague or a Reviewer in your ECP MOOC group to review the assessment in your course and provide feedback. If you need help turning on guest access for your course, see the Guest and Observer Access help guide or video. Note that you can choose which areas of your course to make guest accessible, but interactive tools and student information are never exposed to guests.