Using Classroom Assessment Techniques Amid Covid-19 Pandemic

Author(s): Thomas, B.
Date: 2020
Publication: Connect For Education
Citation: Thomas, B. (2020). Using Classroom Assessment Techniques Amid Covid-19 Pandemic. Connect For Education. https://connect4education.com/using-classroom-assessment-techniques-amid-covid-19-pandemic/.
Section on webpage: Grading
Tenets: Using technology intentionally to build communities and enhance learning.
Annotation: This article discusses how Classroom Assessments Techniques can be used in the pandemic style classroom. The author argues that these techniques will make the unfamiliar classroom setting more familiar to students and will ensure that the class stays on track.

 

Taking Your Classroom Assessment Techniques Online

Author(s): UPEI E-Learning Office
Date: 2016
Publication: Medium
Citation: UPEI E-Learning Office. (2016). Taking Your Classroom Assessment Techniques Online. Medium. https://medium.com/upeielo/taking-your-classroom-assessment-techniques-online-2749f844240b.
Section on webpage: Grading
Tenets: Using technology intentionally to build communities and enhance learning.
Annotation: In this article, the author provides several tactics for assessing what students know in an online environment. These tactics include tickets out the door, learning logs, one minutes essays, graphic organizers, and four corners. By providing these tactics, the author is providing ways to make the classroom more equitable for all in terms of knowledge checks.

 

7 Tools for Formative Assessment in the Virtual Classroom

Author(s): Differentiated Teaching
Date: 2021
Publication:
Citation: Differentiated Teaching. (2021). 7 Tools for Formative Assessment in the Virtual Classroom. https://www.differentiatedteaching.com/digital-formative-assessments/.
Section on webpage: Grading
Tenets: Presenting knowledge as constructed. Honoring diversity and lived experiences through intersectional approaches. Considering alternative histories and narratives.
Annotation: Here, this article provides educators with several website resources that can be utilized in the online classroom to gauge what students know and do not. These websites include: Poll Everywhere, Exit Ticket Parking Lot, Peardeck, Miro, Google Forms, Flipgrid, and Quizizz.

 

Course Assessment Practices And Student Learning Strategies In Online Courses

Author(s): Arend, B. D.
Date: 2007
Publication: Online Learning
Citation: Arend, B. D. (2007). Course Assessment Practices And Student Learning Strategies In Online Courses. Online Learning. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1712.
Section on webpage: Grading
Tenets: Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Honoring diversity and lived experiences through intersectional approaches. Considering alternative histories and narratives.
Annotation: This article focuses on several formative and summative assessment types and student learning strategies. The author discusses the best way to create assessments based off of these learning strategies in the online classroom.

 

Classroom Assessment Techniques: A Conceptual Model for CATs in the Online Classroom

Author(s): Bergquist, E. & Holbeck, R.
Date: 2014
Publication: Journal of Instructional Research
Citation: Bergquist, E., & Holbeck, R. (2014). Classroom Assessment Techniques: A Conceptual Model for CATs in the Online Classroom. Journal of Instructional Research, 3, 3-7. https://eric.ed.gov/?id=EJ1127639.
Section on webpage: Grading
Tenets: Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches.
Annotation: This article discusses Classroom Assessment Techniques (CATS) and how they can be adopted in the online classroom. The steps to assessing students via CATS include identifying the learning objectives, choosing the best way to assess this objective, implementing this assessment in an online discussion forum, analyzing student responses in an online discussion forum, and reteaching any areas where students are not excelling.

 

Using Classroom Assessment Techniques: A Proactive Approach for Online Learning

Author(s): Bergquist, E. & Holbeck, R.
Date: 2013
Publication: Faculty Focus | Higher Ed Teaching & Learning
Citation: Bergquist, E., & Holbeck, R. (2013). Using Classroom Assessment Techniques: A Proactive Approach for Online Learning. Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/online-education/online-assessment-grading-and-feedback/using-classroom-assessment-techniques-a-proactive-approach-for-online-learning/.
Section on webpage: Grading
Tenets: Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches.
Annotation: The authors of this article argue that there are several Classroom Assessment Techniques that work best in the online classroom. These CATS include directed paraphrasing, student-generated test questions, and double-entry journal. By utilizing these CATS, teachers are able to better assess students’ knowledge and involve students in their own learning.

 

7 Ways to Do Formative Assessments in Your Virtual Classroom

Author(s): Fleming, N.
Date: 2020
Publication: Edutopia
Citation: Fleming, N. (2020). 7 Ways to Do Formative Assessments in Your Virtual Classroom. Edutopia. https://www.edutopia.org/article/7-ways-do-formative-assessments-your-virtual-classroom.
Section on webpage: Grading
Tenets: Building equity, trust, mutual respect, and support. Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches.
Annotation: In this article, the author gives several ideas for teaching online and building an environment that promoted equity, trust, support, while also Promoting cooperative learning. These resources include, “dipsticks, digital journals and one pagers, elevator pitches and tweets, square, triangle, and circle, make art your assessment, peer to peer evaluations, and virtual exit tickets.”

 

Learning Assessment in Online Courses

Author(s): The K. Patricia Cross Academy
Date: 2020
Publication:
Citation: The K. Patricia Cross Academy. (2020). Learning Assessment in Online Courses. https://kpcrossacademy.org/learning-assessment-in-online-courses/.
Section on webpage: Grading
Tenets: Connecting to the personal and to communities outside of academia. Presenting knowledge as constructed. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Honoring diversity and lived experiences through intersectional approaches.
Annotation: This article provides several video links that describe resources for those teaching and assessing online. These videos give educators visual tutorials for how to implement several CATS in the classroom. Also listed are several questions to provide guidance on which of these techniques to use.

 

Advice: Should We Stop Grading Class Participation?

Author(s): Lang, J. M.
Date: 2021
Publication: The Chronicle of Higher Education
Citation: Lang, J. M. (2021). Advice: Should We Stop Grading Class Participation? The Chronicle of Higher Education. https://www.chronicle.com/article/should-we-stop-grading-class-participation?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_2205198_nl_Academe-Today_date_20210412&cid=at&source=ams&sourceId=5192809.
Section on webpage: Grading
Tenets: Using technology intentionally to build communities and enhance learning.
Annotation: In this article, the author describes his experience with grading class participation and explains why he no longer factors participation into grades. He gives several reasons including that grading participation is subject to implicit bias, is a subjective measure as some students may be extroverts while others may be introverts, not all comments bring the same value to a class, grading participation can increase stress for some students, and teachers’ memories of participation are imperfect. He provides alternative ways to make sure students voices are heard in the classroom.

 

Formative and Summative Assessment in Online Education

Author(s): Perera-Diltz, D. M. & Moe, J. L.
Date: 2014
Publication: Counseling & Human Services Faculty Publications
Citation: Perera-Diltz, D. M., & Moe, J. L. (2014). Formative and Summative Assessment in Online Education. Counseling & Human Services Faculty Publications, 37, 130–42. https://digitalcommons.odu.edu/cgi/viewcontent.cgi?article=1038&context=chs_pubs.
Section on webpage: Grading
Tenets: Using technology intentionally to build communities and enhance learning.
Annotation: In this article, the authors offer a brief overview of assessment approaches best suited for the online classroom. These approaches include discussion boards, journals, Netfolio, student generated questions and concept maps, Wikis, and tests.