 Teachers will… › Know and understand Standards G and H from the iNACOL National Standards for Online Teaching (iNACOL, 2011). › Know and understand standards F-I in the SREB Standards for Quality Online Teaching (Glowa, 2009).  All standards in these sections of these document pertain to developing a student assessment plan.

 Teachers will… › Begin with the end in mind by examining current LA Standards/GLE’s and Common Core Standards. › Identify key features of assessment plans for online courses. › Identify key features of K-12 assessment plans:  Formative vs. summative assessments  Differentiated assessments  Assessment validity and reliability

 Teachers will… › Develop a draft of an assessment plan for their assigned course(s) that meets the guidelines presented in this module.

 Visit the following websites: › ndards/iNACOL_TeachingStandardsv2.pdf ndards/iNACOL_TeachingStandardsv2.pdf  Review standards G and H with regard to student assessments. › de_profdev_online_teach.pdf de_profdev_online_teach.pdf  Review standards F through I with regard to students assessments

 Watch an overview of Common Core Standards and PARCC Assessments by watching 2 video overviews of them. › ommon-core-state-standards-middle-school ommon-core-state-standards-middle-school › ommon-core-state-standards-high-school ommon-core-state-standards-high-school  Visit the LA Department of Education site specific to the standards for your course. ›

 Having reviewed the teaching standards online teachers must reach, and given the learning standards your students must reach, generate a discussion board post summarizing these “ends in mind.” › Where must you as a teacher go with regard to developing an assessment plan? › What goals must your students reach within the context of your course?

1. Read the article “Online Assessment Techniques” (Robles & Braathen, 2002) e/module2/RoblesAndBraathen2002.pdf e/module2/RoblesAndBraathen2002.pdf 2. Visit the Teacher Vision Assessment page and peruse the various links to articles regarding assessment. ssment/resource/5815.html ssment/resource/5815.html

3. Visit Kathy Schrock’s site to Assessment and Rubrics: nt-and-rubrics.html nt-and-rubrics.html › Review all links on both websites.

 Create a Powerpoint Presentation with the following information: › Outline key features of assessment plans in general  Use the information reviewed on the websites. › Outline key features of online assessment plans specifically.

 Formative vs. Summative Assessments › Read article on use of formative and summative assessments in the classroom ( Garrison & Ehringhaus, 2007) : ources/TL/TL%20M02U03%20docs/Formative%20an d%20Summative%20Assessment%20in%20the%20C lassroom.pdf  Formative Assessment › Read article on formative assessment ( Boston, 2002) : Assessment.htm Assessment.htm

 After reading the 2 articles, develop a Venn Diagram comparing/contrasting the 2 types of assessment.  Generate lists of possible formative and summative assessments that can be used within your content area. › Keep the list out—will be updating as we learn more about assessments

 An assessment plan should have a variety of assessment measures to reach all learning styles. › Meeting the multiple learning styles of your students requires the use of multiple assessment types.  Review the following links at the Teacher Vision site: Categories of Evaluation, Alternative Assessment, Creating Meaningful Performance Assessments and Using Multiple Intelligences in Testing and Assessment. html html

 Review the extensive list of possible assessment strategies at the Alaska Department of Education website: ks/mathsci/ms5_2as1.htm ks/mathsci/ms5_2as1.htm › Revisit your draft of formative and summative assessments.  Update this list to include ideas generated from the websites on the previous 2 slides.

 Many assessments will require rubrics in order to standardize scoring and to provide students with advance knowledge of requirements. › Read article by Moskal (2000) on scoring rubrics: %20rubrics%20-%20Moskal%20B.pdf %20rubrics%20-%20Moskal%20B.pdf › Devise a rubric for one of the assessments in your plan.

 You must meet the needs of your learners with special needs (IDEA, 504, RTI) through accommodations. › Review the information regarding assessment accommodations: methods/educational- testing/4170.html?detoured=1 methods/educational- testing/4170.html?detoured=1 › On the assessment list you have developed, identify 2 ways you can make accommodations on at least 2 of the measures.

 For the integrity of the online (or any) course, assessment measures must be reliable and valid to determine whether or not students have met learning goals. › Find one scholarly article from a peer- reviewed journal on assessment reliability and validity. › Write a discussion board post summarizing the highlights of the article. › Revisit your assessment list to determine whether or not the assessments are reliable and valid.

 Review the assessment plan you drafted throughout this module. › Ensure all guidelines are considered in the development of your final plan. › Have you considered all components?  Formative and summative  Differentiation  Learning styles  Learner accommodations  Rubrics for performance based  Validity and reliability

Alaska Department of Education and Early Development. (1996, June 16). A collection of assessment strategies. Retrieved from Alaska Department of Education website: Boston, C. (October, 2002). The concept of formative assessment. ERIC Clearinghouse on Assessment and Evaluation. Retrieved from: Garrison, C. & Ehringhaus, M. (2007). Formative and summative assessments in the classroom. Retrieved from: 3%20docs/Formative%20and%20Summative%20Assessment%20in%20the%20 Classroom.pdf 3%20docs/Formative%20and%20Summative%20Assessment%20in%20the%20 Classroom.pdf Glowa, E. (2009, March). Guidelines for professional development of online teachers. Southern Regional Educational Board. Retrieved from SREB website: iNACOL International Association for K-12 Online Teaching. (October, 2011). National Standards for Quality Online Courses, Version 2. Retrieved from iNACOL website: rdsv2.pdf rdsv2.pdf

Louisiana Department of Education. (2012). Grade Level Expectations. Retrieved from LADOE website: Moskal, B.M. (2000). Scoring rubrics: what, when and how?. Practical Assessment, Research & Evaluation, 7(3). Retrieved from: %20Moskal%20B.pdf %20Moskal%20B.pdf Robles, M. & Braathen, S. (2002). Online assessment techniques. Delta Pi Epsilon Journal, XLIV(1), p Retrieved from: n2002.pdf n2002.pdf Schrock, K. (2012, June 24). Kathy Schrock’s Guide to Everything: Assessment and Rubrics. Retrieved from Kathy Schrock’s website:

Teacher Vision Assessment Advice and Forms. (2012). Retrieved from Teacher Vision website: Teacher Vision Types of Assessment Accommodations. (2012). Excerpted from Assessment Accommodations Toolkit. Retrieved from Teacher Vision website: methods/educational-testing/4170.html?detoured=1http:// methods/educational-testing/4170.html?detoured=1 Teaching Channel. (2012). Common Core Overview Video Clips: Middle and High Schools. Retrieved from Teaching Channel website: