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Assessment of Student Performance in Online Courses: Paradigm and Praxis
- 1. Assessment of Student Performance in Online Courses: Paradigm and Praxis NEMAH N. HERMOSA University of the Philippines [email_address] 30 July 2010 6th ICTED, Quezon City, Philippines
- 3. Assessment with Purpose in Mind (Earl, 2006)
- 5. Course Development Model (Palloff & Pratt, 2009) University Mission Program Competencies Course Outcomes Activities Assessments Unit Objectives Activities Assessments Unit Objectives
- 6. Backward Design Model (Adapted from Wiggins & McTighe,1998)
- 7. Assessment Online Losses and gains? How to translate f2f forms into an online environment? New learning and assessment opportunities?
- 8. Is the student who has enrolled in the course the one taking the exam? How do I know that students really understand what I’m teaching if I can’t see them? How can I ensure that students won’t cheat? How can I deal with plagiarism? Assessment Online
- 9. PARADIGM “ The online paradigm holds that learning itself may be different in the online environment and, if that is true, then the methodology for measuring it should also be different or should measure those things that are, in fact, different.” -- Bedard-Voorhes, 2004, p. 74
- 12. EDR 201 Course Site
- 15. Principle: Design and include grading rubrics for assessment of contributions to discussion as well as for assignments, projects, and collaboration itself. Principle: Design learner-centered assessments that include self-reflection
- 16. Praxis: Inclusion of dynamic interaction, defined by a high level of interaction through discussion Discussion Thread
- 17. Praxis: Using the online environment for assessment advantage: Computer-generated and -scored tests Principle: Ask for and incorporate student input into how assessment should be conducted. EDR201QUIZ 1
- 19. Praxis: Using the online environment for assessment advantage: Internet-based resources
- 21. Praxis: Dealing with plagiarism and cheating PROCTORED ONLINE EXAMS
- 24. SUMMARY: Online Assessment Our basic philosophy and approach may not change, but the techniques we use to get there are likely to be different.
Notas del editor
- The online environment has brought convenience. However, it has also brought additional concerns and a call to move beyond traditional means of identifying what students know during and at the end of the course.
- When developing unit and lesson plans, teachers decide how student performance will be assessed. When developing performance assessments, teachers move between thinking and working in the role of an assessor and thinking and working in the role of an activity developer.
- I will use as example a course I am teaching at the UPOU this semester
- I will use as example a course I am teaching at the UPOU this semester
- LINK 1: Here’s what my online
- LINK 1: Here’s what my online
- How difficult this would have been in earlier generations of DE
- How difficult this would have been in earlier generations of DE
- How difficult this would have been in earlier generations of DE
- How difficult this would have been in earlier generations of DE