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Four steps for reconsidering assessments online.
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Michael M. Grant, PhD
Creating Assessments in Online Courses
Michael M. Grant 2010
Michael M.
Grant
http://idt.memphis.edu
http://viral-notebook.com
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Assessments in Online Courses
How do we build better assessments and assessment tasks?
Classifying Assessments
TraditionalConstructed Response– Essay– Short answer– Listing– Calculation
Selected Response– MC– T/F– Matching– Fill in the blank
Performance-basedPortfolioRubricChecklist
Classifying Assessments
TraditionalConstructed Response– Essay– Short answer– Listing– Calculation
Selected Response– MC– T/F– Matching– Fill in the blank
Performance-basedPortfolioRubricChecklistAssessment is not necessarily
an either-or option.
Creating assessments
for online courses
4 Steps
1. Determine the levels of difficulty
2. Match your expectations
3. Consider the AREs
4. Consider MRKs
Determine levels of difficulty
How difficult is the content?
At what level do you want students to perform?
1
Bloom’s Taxonomy
Determine levels of difficulty
LowerOrderThinkingSkills
HigherOrderThinkingSkills(HOTS)
1
Planning
Determine levels of difficulty1
Matchyour
expectations
Are your assessments (tests, tasks) aligned with your unit/chapter objectives?
2
Planning
Match between expectations and
assessment
Match your expectations2
Test/Assessment Blueprint
Objectives Items for Knowledge
Items for Comprehension
Items for Application
Items for Analysis
Items for Synthesis
Items for Evaluation
A MC question
T/F question
Blog post/ checklist
B Enhanced podcast/rubri
c
A test blueprint allows you to map out your assessments with your objectives and your different levels of difficulty. This helps make sure you’re focusing on what you want.
Match your expectations2
Writing better multiple choice items
Match your expectations2
http://www.viral-notebook.com/wordpress/2009/05/06/
increasing-cognitive-load-part-2/
Considerthe AREs
Moving beyond multiple choice.3
Authenticity Are you using “real world” assessment tasks?
Is this assessment reflective of your profession?
Does this assessment encourage “habits of mind” appropriate to your discipline?
3
Relevance Are your assessment tasks relevant to our students?
Will they find purpose with this task?
Will it be meaningful?Now?Later?
3
Engagement Are your assessment tasks motivating?
Will the students surprise you with their efforts?
Would you want to do it?
3
Consider MRKs Multiple representations of knowledge
4
Collaborative concept maps
Consider MRKs4
Student concept maps
Consider MRKs4
eBook Chapter
Consider MRKs4
Guest blog posts
Consider MRKs4
Knowledge capture
Consider MRKs4
Choices in tools
Consider MRKs4
