This document discusses assessment in online courses. It defines formative and summative assessments, and provides examples of assessment tools that can be used for each. Formative assessments are used throughout a course to provide feedback and guide learning, while summative assessments evaluate learning at the end. The document also discusses how to write effective learning objectives, align assessments with objectives, provide rubrics and grading policies, and use tools and media to support student engagement and active learning.
3. Standards for Course Objectives
Course Objectives
Write measurable course and module learning
objectives that
– are written from the student perspective
– describe precisely what the student will gain
from instruction
– guide the instructor to accurately assess
student accomplishment.
– are consistent
5. Formative/Summative Assessments
Formative
• Interactive, to “form” learning
• Provides feedback
• Begins immediately and continues throughout learning
• Can be formal or informal
Summative
• At the end of a learning episode
• Teachers use data to modify and improve instruction
• Gives students a clear picture of what they have learned
6. Assessment Tools
Summative Formative
• Test • Journals
• Performance • Plans
• Product • Checklists
• Project • Homework
• Simulation • Questions and
Checks for
Understanding
• Peer Review and
Feedback
7. Assessment and Measurement
• The types of assessments selected measure the stated
learning objectives and are consistent with course activities
and resources.
• The course grading policy is stated clearly.
• Specific and descriptive criteria are provided for the
evaluation of students’ work and participation and are tied to
the course grading policy.
• The assessment instruments selected are sequenced, varied,
and appropriate to the student work being assessed.
• Students have multiple opportunities to measure their own
learning progress.
8. Learning Activities
• The learning activities promote the achievement of the
stated learning objectives.
• Learning activities provide opportunities for interaction
that support active learning.
• The instructor’s plan for classroom response time and
feedback on assignments is clearly stated.
• The requirements for student interaction are clearly
articulated.
9. Rubrics
What is a rubric? Why are rubrics
important?
• An instructional rubric
describes varying levels • Communicates
of quality for a specific expectations of quality
performance • Gives students specific
feedback
• Includes the detail
needed for complex work
or performance
• Provides justification for
final score
10. What Characteristics are
Reflected in a Good Rubric?
• Reflect the most significant elements related to success in
a learning task.
• Enable students and teachers to accurately and
consistently identify the level of competency or stage of
development.
• Help teachers grade students' work more accurately and
fairly.
• Encourage students' self-evaluation and higher
expectations.
• Are shared with students prior to beginning the task so
they know the characteristics of quality work.
11. Sample Scoring Rubric for
Open Response Items
Level Description
4 Student gives correct answers for all parts of the question. All explanations are
clear and complete. There is evidence of clear understanding of the concept.
3 Student gives correct answers for all parts of the question. Explanations are correct,
but possibly unclear. There is less evidence of clear understanding.
2 Student answers only some parts of the question completely correct. There is some
evidence of understanding.
1 Student gives only parts of correct answers. There is little evidence of
understanding.
0 Response is totally incorrect or irrelevant (does not add any new information to the
question).
12. Tools and Media
• The tools and media support the course
learning objectives.
• Course tools and media support student
engagement and guide the student to become
an active learner.
• Students can readily access the technologies
required in the course.
• The course technologies are current.
