By Rena M. Palloff
Written through Rena M. Palloff and Keith Pratt, specialists within the box of on-line instructing and studying, this hands-on source is helping greater schooling pros comprehend the basics of potent on-line evaluate. It deals tips for designing and imposing inventive evaluation practices tied on to direction actions to degree pupil studying. The e-book is stuffed with illustrative case experiences, real exams established in real-life software of innovations, and collaborative actions that determine the standard of scholar studying instead of counting on the conventional tools of measuring the quantity of knowledge retained.
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Extra resources for Assessing the Online Learner: Resources and Strategies for Faculty (Jossey-Bass Guides to Online Teaching and Learning)
Nonperformance Basic (0 points) (1 point) Does not explain relevant course concepts, theories, or materials. Does not provide citation of sources. Criteria Rubric for Participation in Discussions: Example 2 own performance assessments in boldface italic and italic comments in a righthand column. Include Collaborative Assessments In this section, we cover the inclusion of collaborative assessments through public posting of papers along with comments from student to student. In our previous work (Palloff & Pratt, 2005, 2007), we have extensively discussed the importance and benefit of collaboration in online courses.
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.
Respond to one other team’s response. How Do We Know They Know? 15 • Assessment 2—Each of you will do a library or internet search (or both) for an approach to resistance from a field other than business (such as psychology or education). Present that approach in a brief essay and then discuss its application to the same scenario you discussed with your partner. 4. The mapping of competencies to outcomes, objectives, and assessments should be transparent to anyone who looks at the course, including students.