Feedback and Assessment in the Blended Course
description
Transcript of Feedback and Assessment in the Blended Course
1
Feedback and Assessment in the Blended CourseTuesday, 1:30 – 3 PM
Patricia McGee
This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/
2
Agenda
• Overview of Feedback• Assessment Overview• Assessment Strategies• Classroom Assessment Techniques• Self-Assessment & Reflection• Aligning Strategy with Map
3
Feedback
4
Student reported tech preferences
The Student View of Blended Learning
5
Learning cycle
6
Most important
tool for students
Meta-cognition
Practice
Active Learning
Confirmation of Learning
7
Example: Distributed Feedback
8
Activity: Where’s your feedback?
eHandout
9
Overview Overview Assessment Overview
10
• One to many• Just in time assessment• Immediacy• Focus on methods
• One to one• Just in need assessment• Ambiguity• Focus on strategies
11
Starting with Objectives• Formative: 1-2
objectives• Summative: multiple
objectives• Practice vs. assessment• Classroom, online,
independent levels of Bloom’s
From http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy
12
Are these different for blended?
13
Knowledge/Simple
Understanding
Reasoning/ Deep
Understanding
Skill Product
Selected response: learner is provided possible answers
5 2 1 1
Constructed response: learner provided information (fill-in-the-blank, short answer)
5 2 1 1
Essay: learner responds to prompt with no provided information
4 5 3 2
Performance assessment: learner performs against criteria
3 5 5 4
Oral questioning: Typically a classroom assessment technique (CAT)
4 4 2 4
Teacher “observation”: Typically a CAT
3 4 5 4
Self-assessment: Can be a CAT or a grade
3 3 3 5
McMillan, J. H. (2011). Classroom assessment: Principles and practice for effective standards-based instruction (5th edition). Allyn & Bacon.
14
Discussion: Assessment & Bloom’s
• Where does your content reside on the Bloom’s continuum?
• What are most appropriate assessments?
eHandout
15
BLENDED ASSESSMENT STRATEGIES
16
What is your model?
17
Learner-centered: Open Wiki Exam
• Questions, based on the week's topic, are devised by the students—not the lecturer.
• During the first six weeks of the semester, 10 students are required to post one question each week on the wiki in response to the lectures
• Approximately 60 questions resulted, from which the final questions for the exam were selected.
From http://www.elearnmag.org/subpage.cfm?section=articles&article=103-1
18
2 Track Blended
Instructor as Consultant
19
Informal Example: Week Overview
20
Sample Map
Informal
21
Sample Map
Informal
22
Sample Map
Informal
23
Activity
Consider strategies for assessment:– Your approach?– Location?– Frequency?– Feedback to learner?
24
CLASSROOM ASSESSMENT TECHNIQUES: BLENDED?
25
Classroom Assessment TechniquesQuick snapshots of learner’s progressInformalUngradedLow threat and no riskInform instructor about student learningInform learner about learning progress
From Classroom Assessment Techniques
eHandout
26
CAT: Chain NotesDescription What do to with the data Time Required
Students pass around an envelope on which the teacher has written one question about the class. When the envelope reaches a student he/she spends a moment to respond to the question and then places the response in the envelope.
√ Survey/poll: online√ Envelope:class
Go through the student responses and determine the best criteria for categorizing the data with the goal of detecting response patterns. Discussing the patterns of responses with students can lead to better teaching and learning.
Prep: LowIn class: LowAnalysis: Low
Taken verbatim from http://www.ntlf.com/html/lib/bib/assess.htm
27
CAT: One Minute PaperDescription What do to with the data Time Required
During the last few minutes of the class period, ask students to answer on a half-sheet of paper: "What is the most important point you learned today?"; and, "What point remains least clear to you?". The purpose is to elicit data about students' comprehension of a particular class session.
Google Forms: onlineDiscussion: class/online
Review responses and note any useful comments. During the next class periods emphasize the issues illuminated by your students' comments.
Prep: LowIn class: LowAnalysis: Low
Taken verbatim from http://www.ntlf.com/html/lib/bib/assess.htm
28
CAT: Memory MatrixDescription What do to with the
dataTime Required
Students fill in cells of a two-dimensional diagram for which instructor has provided labels. For example, in a music course, labels might consist of periods (Baroque, Classical) by countries (Germany, France, Britain); students enter composers in cells to demonstrate their ability to remember and classify key concepts.
Concept Map: class/online Clickers: class Google Spreadsheet: online
Tally the numbers of correct and incorrect responses in each cell. Analyze differences both between and among the cells. Look for patterns among the incorrect responses and decide what might be the cause (s).
Prep: MedIn class: MedAnalysis: Med
Taken verbatim from http://www.ntlf.com/html/lib/bib/assess.htm
29
CAT: Prior KnowledgeDescription What do to with the
dataTime Required
Probe for background knowledge with short, simple questionnaires prepared by instructors for use at the beginning of a course or at the start of new units or topics; can serve as a pretest
Survey/Polls: class/onlineClickers: class
Summarize and present to class or have students use for goal setting. Used to determine what to review or focus on in course.
Prep: LowIn class: LowAnalysis: Low
Taken verbatim from http://www.ntlf.com/html/lib/bib/assess.htm
30
CAT: Empty OutlinesDescription What do to with the
dataTime Required
In a limited amount of time students complete an empty or partially completed outline of an in-class presentation or homework assignment.
Shared Notetaking: class/onlineConcept Mapping; class/onlineBubblus™ Mind42™ Mindomo™ Wordle™
Analyze to identify gaps or misconceptionsHave students identify or correct errors
Prep: LowIn class: LowAnalysis: Low
Taken verbatim from http://www.ntlf.com/html/lib/bib/assess.htm
31
Activity: Pick a CAT
• Go to wiki• Review Classroom CATS & Online CATS
handouts• Which are most applicable to your work?
eHandout
32
SELF-ASSESSMENT & REFLECTION
33
Self-Assessment & Reflection
• Relates to accountability• Provides a mirror of progress to student• Instills satisfaction and supports goal-
achievement• EXAMPLE:
Electronic Personal Development Planning ePDP as a strategy increases learner’s awareness of themselves
University of Wolverhampton
34
Map Activity: Where is feedback & assessment?
Consider: When, where, how?• Communicating progress• Communicating achievement• Self-reflection• Acknowledgement• Accountability
35
Take-Aways
• Have you built in feedback and assessment points?
• Where and how does formal and informal assessment provide information to the learner?
• Does assessment reflect all modes:F2F, online, blended?
• In what ways are students provide opportunities to reflect upon their learning?
36
Patricia McGee, PhD
[email protected] work is licensed under the Creative Commons
NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit
http://creativecommons.org/licenses/nc-sampling+/1.0/