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Assessment Strategies For Online Learning: SCED647 Book Presentation Caroline Riina

The document summarizes key points from the book "Assessment Strategies for Online Learning: Engagement and Authenticity" by Diane Conrad and Jason Openo. It discusses how the book provides guidance for developing authentic assessments for online courses that engage learners. Some of the strategies discussed in the book include using e-portfolios, learning journals, group projects, and instructional methods like flipped classroom. The document also provides examples of how to apply these assessment strategies, such as using learning journals for biology students to reflect on studying and peer evaluations to improve online group work.

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Caroline Riina
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184 views19 pages

Assessment Strategies For Online Learning: SCED647 Book Presentation Caroline Riina

The document summarizes key points from the book "Assessment Strategies for Online Learning: Engagement and Authenticity" by Diane Conrad and Jason Openo. It discusses how the book provides guidance for developing authentic assessments for online courses that engage learners. Some of the strategies discussed in the book include using e-portfolios, learning journals, group projects, and instructional methods like flipped classroom. The document also provides examples of how to apply these assessment strategies, such as using learning journals for biology students to reflect on studying and peer evaluations to improve online group work.

Uploaded by

Caroline Riina
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Assessment Strategies

for Online Learning


SCED647 Book Presentation
Caroline Riina
Professional Development Book Selection

“Assessment Strategies for Online Learning:


Engagement and Authenticity”
by Diane Conrad & Jason Openo (2018)

● Resource for distance learning


● Creating authentic assessments that
engage learners in an online setting
● Written for course designers and
curriculum developers in higher education
What is your teaching philosophy?

Question 1: How do learners gain knowledge?

(Conrad & Openo, 2018, p.38)


What is your teaching philosophy?

Question 2: Which is more important - collaborative learning or individual


learning?

(Conrad & Openo, 2018, p.38)


What is your teaching philosophy?

Question 3: Who should control learning, the instructor or the learner?

(Conrad & Openo, 2018, p.38)


What is your teaching philosophy?

Question 4: Do we grasp learning -- “aha!” -- or grow into it?

(Conrad & Openo, 2018, p.38)


What is your teaching philosophy?

Question 5: Can learners be viably asked to demonstrate their learning


immediately after the lesson or should they have time to reflect?

(Conrad & Openo, 2018, p.38)


Chapter 3: The Importance of Beliefs about
Teaching & Learning in Online Assessment
● What are your beliefs on how students learn best?
● Constructivism: recommended approach to online
learning
○ Knowledge is constructed among learners (not
delivered by teacher)
○ Learners draw on their own perspectives and past
experiential learning
○ Fosters collaboration and communication
● “The way we learn, and why we learn, affects the
ways in which we should be assessed, if
assessment is to be authentic and meaningful.” https://images.app.goo.gl/h7FSSLdg7UwTX6cf8

(p.42)
Chapter 4: Designing Authentic Assessments

What do authentic assessments look like?

● Based on real-world relevance


● Open-ended: can be solved through multiple approaches
● Require higher-order thinking skills, communication, and collaboration
● Occur over a longer period of time with multiple ways of gathering
information about learning progress
● Provide reflection opportunities for the learner; involve learner’s values
What is an example of an authentic
assessment that you have used in your class?
Chapter 5: Assessment Using Various Methods

Instructional Tools for Authentic Assessment:

★ E-portfolios
○ Collection of “artifacts” compiled by learners over the course of the term
★ Learning Journals
○ Allows learners to reflect on their growth throughout the course
○ Instructors can create prompts; periodically respond to student insights
★ Group Projects
○ Typical group work issues can also occur online; more difficult for teachers to
observe in real time
○ Teachers can foster positive group experiences through thoughtful selection of
group members, assigning roles, and data collection of individual contributions
Recommendations for facilitating group work?
Chapter 7: Planning Assessments & Evaluation

● When developing a unit, design backwards: start from the desired


end result and then work your way back to the beginning
● Develop graded assignments first to “serve as guideposts” (p.112)
● Thoughtfully create learning outcomes that cover not only content
and activities, but also learning dispositions and mind states
● Include opportunities for students to interact with each other and
build community to foster participation
Chapter 8: Flexible, Flipped, and Blended
Technology for Learning and Assessment

Instructional Methods Using Technology

★ Flexible Learning: student-centered; greater


freedom and variety of opportunities in
terms of time, place, and content

Beneficial for students who have limited


schedules and are looking for greater choice
and differentiated assessments
Chapter 8: Flexible, Flipped, and Blended
Technology for Learning and Assessment

Instructional Methods Using Technology

★ Blended Learning: integrating face-to-face


instruction with online learning

Students gain more control of their


learning online by deciding time & pace

Digital tools: clickers, wikis, blogs/Twitter


Chapter 8: Flexible, Flipped, and Blended
Technology for Learning and Assessment
Instructional Methods Using Technology

★ Flipped Classroom: new material is presented online while at home;


classroom time is reserved for higher-level thinking and application-based
activities

Screencasting software examples: Screencast-O-Matic, Loom, Camtasia


Looking ahead...
❖ For Ninth Grade Biology:
➢ Using Learning Journals to reflect on studying, test-taking, lab reports
➢ Thoughtfully preparing peer evaluations to improve group work experience
❖ For AP Biology:
➢ Using the Flipped Classroom method to deliver material at home; do labs and
hands-on activities in person
Questions?
Reference

Conrad, D. & Openo, J. (2018). Assessment Strategies for Online Learning:


Engagement and Authenticity. Edmonton, Alberta: AU Press.

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