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.

 

Q&A: Toward Better Assessments in Online Courses

Author(s): Lieberman, M.
Date: 2018
Publication: Inside Higher Ed
Citation: Lieberman, M. (2018). Q&A: Toward Better Assessments in Online Courses. Inside Higher Ed. https://www.insidehighered.com/digital-learning/article/2018/10/31/qa-strategies-better-assessments-online-learning.
Section on webpage: Grading
Tenets: Using technology intentionally to build communities and enhance learning.
Annotation: Here, the author provides a Q&A that discusses what a “good” assessment is. Several topics are discussed including innovative examples of online assessment, concerns from educators regarding online assessment, technology tools, and the end goals of these assessments.