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Using technology to manage student assessment in online courses Content management systems have built-in assessment tools, but those tools are sometimes.

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Presentation on theme: "Using technology to manage student assessment in online courses Content management systems have built-in assessment tools, but those tools are sometimes."— Presentation transcript:

1 Using technology to manage student assessment in online courses Content management systems have built-in assessment tools, but those tools are sometimes limited, especially when assessing video assignments, and the nature of how they work sometimes makes them an inefficient and inflexible way to assess student work in online courses. This presentation will explore variety of online tools that can be used or adapted for this purpose. Dr. Andrea Peach & Dr. Harold Peach Georgetown College

2 Topics Using authentic assessments in online classes Considerations for storing assessments and comments Tools to use to provide feedback for assessments

3 Using Authentic Assessments in Online Classes Videos Blogs Presentations Research Papers Research Papers Podcasts GamesObservations Portfolios Websites

4 Authentic Assessments Individual Projects Group Projects

5 Some ideas about group-based projects Team Leader: Coordinates the efforts of the team, communicates with the professor. Researcher: Finds resources for the blog posting Writer: Writes the text for the blog entry Designer: Locates media (images, video, etc.) for the blog posting, copies in the text, and designs the look of the blog posting. Reviewer: Reviews the entry for content accuracy, copyright adherence, readability, etc., and pre-assesses with rubric. Assign specific roles to each group member. Have each group member upload their specific part of the task to the assignment and give credit based on their individual contribution. Require group members to inform you about non-contributors by docking all of the grades if a group member doesn’t participate and no one informs the instructor. Allow group members to determine interaction techniques but require the group leader to inform you about the interaction and to invite you to participate.

6 Scoring Authentic Assessments with Rubrics Students are provided with the final project rubric in the course syllabus. At key points in the course, students are asked to comment on how they plan to fulfill particular areas of the rubric in their final project. Students self-assess their final project and turn in the self-assessment and final project before the end of the class. The comments must include specific information on why the scores are appropriate, including citing specific course content and including references where appropriate. Professor reviews the self-assessment, comments on areas still needing attention, and returns rubric and feedback to student. Student fixes problems, comments on the specific changes on the rubric, and turns in final project and final rubric. The quality of the rubric self-evaluation is a part of the final grade of the project.

7 Rubrics, continued Advantages: ◦Student is aware of the connections between the final project and course content throughout the course. ◦Student is repeatedly made aware of each requirement of the final project. ◦Professor can address potential project concerns throughout the semester (formative evaluation) instead of waiting until the end of the class. ◦Professor can use the rubric to locate the student areas of strength and weaknesses by reading the student comments on the rubric and then reviewing the specific area of the final project. Rubrics may either be created using Word or Excel, or can be embedded into the LMS.

8 Examples of Rubric Criterion Criteria3 (Target)2 (Met) Content GCCF 1.1, 1.6 TF-2A, TF-5-C&D iNACOL D.7, A.7 (10 pts) Content reflects module objectives, is designed and created for the intended audience, is interesting and engaging, and is appropriately presented. It uses appropriate technology based on student characteristics and instructional intent. Content contains user-created original text (not merely copied from another source) and / or media as well as high-quality external online articles or media. All sources are appropriately cited. Exceptional work! Content reflects module objectives, is designed and created for the intended audience, is interesting and engaging, and is appropriately presented. It uses appropriate technology based on student characteristics and instructional intent. Content contains mostly high- quality external online articles or media. All sources are appropriately cited. Example of one criteria in a final project rubric: Multimedia elements GCCF 1.1, 1.6 KY 1, 6 TF-5-C&D iNACOL D4 (10 pts) Uses at least two instructionally-relevant, high quality, multimedia element (video, audio, animation, screen movie, etc. NOT including graphics-based presentation from above requirement) for instructional purposes. Both of these multimedia elements were created or modified in some way by you. Other media found on the internet is properly inserted and cited. Media is saved at appropriate size and formats (multiple formats when appropriate) and use minimal disk space. Instructions for use and requirements (plugins) are made available from the online module. Media abides to fair use guidelines. Uses at least two instructionally-relevant, high quality, multimedia element (video, audio, animation, screen movie, etc. NOT including graphics-based presentation from above requirement) for instructional purposes. One of these multimedia elements was created or modified in some way by you. Other media found on the internet is properly inserted and cited. Media is saved at appropriate size and formats for web site and use minimal disk space. Instructions for use and requirements (plugins) are made available from the online module. Media abides to fair use guidelines.

9 Need help designing a rubric? Some resources.. - Authentic Assessment Toolkithttp://jfmueller.faculty.noctrl.edu/toolbox/rubrics.htm - Rubistarhttp://rubistar.4teachers.org/index.php - iRubrichttp://www.rcampus.com/indexrubric.cfm - Developing Writers Rubric Creatorhttp://www.learner.org/workshops/hswriting/interactives/rubric/

10 Creating a Rubric in Moodle YouTube Video - Rubrics in Moodle 2.2 https://www.youtube.com/watch?v=KXavtUhDINA&feature=youtu.be Moodle Documentation – lots of information

11 Considerations for student projects If you have students create authentic assessments, some considerations include: Storage: Where will your students store the projects to be assessed? Submitting the Assignment: How do students submit the project? How will you know that the student has submitted the project? Feedback: Where will your feedback reside? How will your students know that you have graded the assignment? Grade: How will you get the results back into the gradebook on your LMS?

12 Storage: Where will your students store the projects to be assessed? LMS ◦Pros: easy to access for both student and professor ◦Cons: space limitations may exist; some feedback options may not be available; may not be able to comment on live document, etc. CLOUD ◦Pros: can collaborate / comment on live document; some assessment tools can access cloud-based assessments ◦Cons: setup may be difficult / confusing; space issues; ◦Some sites to consider: Dropbox, Google Drive, Box, Office360, YouTube

13 Submitting the Assignment How do students submit the project? How will you know that the student has submitted the project? ◦Use the LMS Assignment Tool ◦Submit a URL ◦Add a comment that describes how to find the project ◦Use the features of the Cloud tool ◦Dropbox will notify you when a new document has been uploaded

14 Feedback and Grades: Where will your feedback reside? ◦LMS: ◦Upload the rubric to the LMS ◦Use the LMS rubric feature to score the rubric (if available) ◦Store the grade in the gradebook ◦CLOUD: ◦Some cloud assessment tools store the feedback in the tool ◦Add grade manually to the LMS gradebook How will your students know that you have graded the assignment? ◦LMS: Should notify students of assessment ◦CLOUD: Some cloud tools contact the students when feedback is added

15 Web-based Feedback Tools

16 Kaizena https://kaizena.com https://kaizena.com Kaizena - Google Drive Extension – works with Google drive documents ◦Getting started -- https://www.youtube.com/watch?v=rpu6fzr2gH8https://www.youtube.com/watch?v=rpu6fzr2gH8 ◦Tags - https://www.youtube.com/watch?v=KHIsJgLHQ5g&feature=youtu.behttps://www.youtube.com/watch?v=KHIsJgLHQ5g&feature=youtu.be Pros: ◦You can make tags that are related to your rubric ◦You can add audio feedback and resources Cons: ◦Google-Docs and Chrome only ◦Must install extension

17 Screen Capture Tools Use Screen Capture tools to give video / audio feedback while scoring web-based assessments Examples: Free ◦Jing: - , upload to share through social mediahttp://www.techsmith.com/jing.htmlhttp://screencast.com ◦Screen Cast O Matic - - nothing to install, send to YouTube or video file.http://www.screencast-o-matic.com/ ◦Screencastify (Screen Video Recorder) - https://chrome.google.com/webstore/detail/screencastify- screen-vide/mmeijimgabbpbgpdklnllpncmdofkcpn?hl=en (Chrome Extension) – 10 mins, publish to YouTube or Drivehttps://chrome.google.com/webstore/detail/screencastify- screen-vide/mmeijimgabbpbgpdklnllpncmdofkcpn?hl=en ◦Explain Everything (app) - Camtasia Studio – costly but amazing Live assessment using video-conferencing systems like Go To Meeting, Big Blue Button, etc.

18 Audio Feedback Voice Record Pro -- https://itunes.apple.com/us/app/voice-record-pro/id (app)https://itunes.apple.com/us/app/voice-record-pro/id Vocaroo - - web-based, no softwarehttp://vocaroo.com/ Embed audio into PowerPoint by using the Audio feature (PowerPoint) Digital voice recorder Audacity - (Download the LAME app to save as MP3 file)http://audacity.sourceforge.net/

19 Video / Audio Assn Feedback / comments VidBolt - https://beta.vidbolt.com/ - leave comments on videoshttps://beta.vidbolt.com/ Coach’s Eye - https://www.coachseye.com/ - compare your performance over timehttps://www.coachseye.com/ VoiceThread - - video / audio feedback / peer feedbackhttp://voicethread.com/ LiveText - https://www.livetext.com/site_assets/pdf/Video_TrainingManual_7_30_14.pdfhttps://www.livetext.com/site_assets/pdf/Video_TrainingManual_7_30_14.pdf YouTube – Create video annotations - https://support.google.com/youtube/answer/92710?hl=en https://support.google.com/youtube/answer/92710?hl=en SoundCloud - https://soundcloud.com/ (application ideas for use in teaching - – you can add comments in general or to a specific part of a recordinghttps://soundcloud.com/

20 Share your ideas

21 Contact Information Andrea Peach, Ed. D. – Harold Peach, Ph.D. –


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