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Joe Ryan Instructional Designer, OEL Team
Branching Scenario Assessment
Objectives
• Differentiate between two categories of assessment
• Define branching scenario and explain why this method of assessment was chosen
• Examine a branching scenario
• Contemplate the possibilities and options for developing one
Types of Assessment
• Students are asked a concept check question within an online lesson
• Students do a ‘quick write’
response in the middle of a lecture
• Students complete a midterm that examines material in modules 1-3
• Students complete a term project that applies concepts from the second half of the course
List A List B
Types of Assessment
• Students are asked a concept check question within an online lesson
• Students do a ‘quick write’
response in the middle of a lecture
• Students complete a midterm that examines material in modules 1-3
• Students complete a term project that applies concepts from the second half of the course
Formative Summative
Types of Assessment
• Students are asked a concept check question within an online lesson
• Students do a ‘quick write’
response in the middle of a lecture
• Students complete a midterm that examines material in modules 1-3
• Students complete a term project that applies concepts from the second half of the course
• Students participate in a
branching scenario that assesses modules 1-3
Formative Summative
Two Types of Assessment
Formative assessment: Clarifying where students are within a learning experience, providing feedback to move them forward, and activating them as owners of their own learning. Black & Wiliam (2006)
Summative assessment: An appraisal that elicits evidence up to a given point on what students know versus what they should know, and are given feedback. Biggs & Tang (2007)
nurse
milestone
Working with Professor Hackney
Working with Professor Hackney
The Problem
In his Midterm: James wants to utilize an experiential scenario He DOES NOT want the students to confront an issue
and argue in favor of a desired decision, like a lawyer would
He DOES want them to make good choices when faced with challenging legal situations.
Transfer concepts into authentic experiences and give students the opportunity to reflect
What is the Branching Scenario?
Is it this?
Choose your own adventure?
What is the Branching Scenario?
Is it “Bracketology?”
What is Branching Scenario?
It’s “Branchology!”
Challenge 2 Consequence
Consequence
Consequence
Choice 1
Choice 3
Choice 2
Challenge 1 Consequence
Consequence
Consequence
Choice 1
Choice 3
Choice 2
Challenge 3 Exam question
What you will see…
Introductory slide that sets the scenario and
instructions:
You will see an interactive assessment in Blackboard that will include:
What you will see…
You will see an interactive assessment in Blackboard that will include:
A “Challenge” slide.
What you will see…
Three “choices”
You will see an interactive assessment in Blackboard that will include:
What you will see…
You will see an interactive assessment in Blackboard that will include:
A consequence for each choice
What you will see…
Our Final Destination…The Blackboard Assignment.
What to do next…
Formulate a plan and map it out Keep it simple Look at the resources provided Contact your instructional designer
What do you think?
Do you see yourself creating something like this in your course? How would you do it?
Questions
Resources
Building a Branching Scenario in PowerPoint http://articulate.www.resources.s3-website-us-east-1.amazonaws.com/community/blogdemo/ASTD_TechKnowledge/player.html?slide=10 Instructional Designer Assignment by Program http://www.northeastern.edu/nuolirc/instructional-designer-assignments-by-program/
References
Biggs, J., & Tang, C. (2007). Teaching for quality learning at university (3rd ed.). Maidenhead: OUP McGraw-Hill. Black, P., & Wiliam, D. (2006). Developing a theory of formative assessment. In J. Gardner (Ed.), Assessment and learning (pp. 81–100). London: Sage.
