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. |
Learning Assessment in Online Courses
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. |
Authentic Assessment in the Online Classroom
7 Tools for Formative Assessment in the Virtual Classroom
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