1. Summative Assessments are given periodically to determine at a particular point in time what students know and do not know. It is an accountability measure that is generally used as part of the grading process. Summative assessments happen too far down the learning path to provide information at the classroom level and to make instructional adjustments and interventions during the learning process. Formative Assessment is part of the instructional process. When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. One distinction is to think of formative assessment as "practice." We do not hold students accountable in "grade book fashion" for skills and concepts they have just been introduced to or are learning. Another distinction that underpins formative assessment is student involvement.

2. Ed Schneider (Dean Emeritus – Davis School of Gerontology), Maria Henke (Assistant Dean), Greg Misiaszek, Jim Alejandre (Technicians) Course Format: Outline of Semester 1.Weekly assignment: Video asks students to integrate previous weeks and it highlights what is important for this week. Assessment in our current on-line course format: 3.Cyber class discussion, weekly, required (15% of grade) Blend of summative and formative - - > redirect or validate student thinking. 4.Critical thinking assignments (summative)(20 % of grade) - 2 page papers 5.10 page paper (summative)(25% of grade) – take real world, personalized experiences and apply what you have learned to the interpretation. 6.Midterm and final (40% of grade) to assess cumulative and integrated learning 1:50 minutes via email – imposed time, open course or closed course. Formative: Instructor baby sitting – reminder emails to students to organize their time and meet deadlines, with penalties of being late (summative lesson on life). Summative: Our current online course structure spreads the wealth in terms of the weight of each assignment used for assessment, but the assignments come fairly continuously, which requires time management. GERO 200- The Science of Adult Development

4. Learning Styles Visual - the learner learns best by reading or observing. These learners need to see the teacher's body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads). They may think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information. Auditory - the learner learns best by hearing or listening. They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder. Kinesthetic - the learner learns best by doing. Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration. GERO 414 – The Neurobiology of Aging Blended course design for residential and on-line use Greg Misiaszek, Jerry Sun, Maria Henke, Matt Gilewski, John Walsh

5. William Grisham, UCLA – use of quizzes in online education Pre-test to rank preexisting knowledge before navigating the course Post-test to rank new acquisition of knowledge and ask does pretest performance predict post? Does your teaching reach underachievers. CORE testing programs used by many public school systems to examine grade-level achievement. ** Instructor option to make it purely formative or include in summative assessment.

6. Accessing the website.No problems 100% Some problems 0% Serious problems 0% Connection speed.Very fast 78.6% Fast 21.4% Slow 0% Connection type. T1 line 40% Cable ISP 6.7% DSL ISP 53% Navigation intuitiveness.Very intuitive 73.3% Moderately intuitive 20% Could be more intuitive 6.7% Audio/NarrationsVery helpful 25% Helpful 50% Didn’t use them 25% Websites.Very helpful 56.2% Somewhat helpful 31.2% Didn’t use them 12.5% More info item.Very helpful 37.5% Somewhat helpful 37.5% Didn’t use them 25% Survey Question Student response Animations.Very helpful 87.5% Somewhat helpful 12.5% Not Helpful 0% SurveyMonkey Likert Scale Survey of Novel Teaching Method

7. Future for course development using this blended approach: Web-based development via prompted uploading