1. Assessing LEARNING ONLINE
A workshop for
Peralta Community College District
Summer 2017
Kevin Kelly, EdD
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

2. Introductions and getting started
Please introduce yourself and answer the following question in one sentence:
What is one goal you want to achieve during this Summer Distance Education workshop?
----- Meeting Notes (4/21/17 13:39) -----
Publisher mat'ls & OER

3. Session Objectives
Teaching
Technology
Plan assessment strategies that map to course objectives
Consider no-stakes or low-stakes assessments
Consider student self-assessment or peer review activities
Create a rubric
Create a Canvas quiz
Create a Canvas assignment
Create a Canvas rubric
Explore Canvas SpeedGrader
Become familiar with Canvas Gradebook

4. Thoughts on Assessment

5. OEI Rubric Section C.2: Assessment – Assessment Design
Assessment activities have “face validity” (i.e., they appear to match the curriculum and are explained using appropriate reading level and vocabulary)
Higher order thinking is required (e.g., analysis, problem-solving, etc.)
Assessments are designed to mimic authentic environments to facilitate transfer
Assessment activities occur frequently throughout the duration of the course, and the instructor provides meaningful feedback in a timely manner
Multiple types of assessments are used (research project, objective test, discussions, etc.)
Opportunities for student self-assessment are plentiful, and provide feedback that allows students to seek additional help when necessary

6. “Think about what your learners need to do with that information after the course is finished and design around that.”
- Matthew Guyan

7. Assessing performance
Different strategies used for class assessments
Written: tests, quizzes, essays, written assignments, case studies
Oral: recitations, student presentations, oral exams
Manual: lab practicum, individual and team projects, skills observation
What other types of assessments do you use?

8. Thought prompts
Researchers use triangulation to verify their results. UDL proposes something similar for helping students succeed.
What outcome or assignment do you want to assess in the online environment?
Does one assessment provide enough information to show that a student has learned something or reached the outcome?

9. Providing assessment choices and levels
Provide alternative questions
Provide different assignments
Let students submit in different formats
Use two or three of these strategies together

10. (Re)imagine Assessing Learning Outcomes
Tech-enabled F2F classes
Assessing outcomes might reflect enhanced capabilities with tech
Flipped or Hybrid classes
Assessing outcomes might reflect action or performance focus
Online classes
Assessing outcomes might include student interaction with the world

11. Using technology for assessment
Low-stakes quizzes / High-stakes exams
Quizzes through a Learning Mgmt System (e.g., Canvas Moodle)
Written assignments / projects -  Grading and feedback process
Screencast (e.g., Screenr, Echo360)
Tablet Apps (e.g., iAnnotate)

12. Using technology for assessment
Written assignments – iterative process (self-assessment, peer-review, teacher feedback)
Calibrated Peer Review
Online submission tools (e.g., Turnitin)
Wiki or blog tools
Electronic portfolios

13. Using technology for assessment
Individual or small group projects
Google docs or wiki pages
team organization / coordination / workflow
Blogs or ePortfolios
share and assess final products
Google Picasa + phone pics
math or chemistry equations

14. Using technology for assessment
Individual or small group presentations
Online presentation tools (e.g., VoiceThread)
Performance-based assessment
Upload observation logs by trusted expert(s)
Audio/video recording of presentations, monologues, etc.
SF State examples: Acting – video files; Business German – audio files

15. Using technology for assessment
Labs
Commercial lab kits sent to students’ homes
“Kitchen science” labs
Virtual labs / simulations
Intelligent tutors & Adaptive Learning tools
CIRCSIM – first year med students
KnowRe – personalized, real-time math

16. Activity: Think-Pair-Share
Think (4 min): brainstorm ways to allow students multiple opportunities to demonstrate knowledge and/or skills (e.g., timing, format, technology)

17. Activity: Think-Pair-Share
Pair (6 min): work in pairs to discuss and provide feedback on strategies they have selected

18. Activity: Think-Pair-Share
Share (10 min): report out

19. Stretch break (5±2 min)
Image CC BY
Robert Couse-Baker

20. Assessment In Canvas

21. Canvas assessment tools
Quiz
Forum
Assignment
Rubric

22. Creating an Assignment
Go to Module or Assignments area
Add a new Assignment
Enter instructions
Edit settings

23. Activity Task (5 min): Create an assignment
Task (5 min): Add a grading rubric

24. Assignment Groups You can organize your assignments into Groups
Discussions, Assignments, Quizzes
You can weight Assignment Groups

25. Creating a Quiz Create quiz Edit settings Add questions
Show one question at a time
Add questions

26. Aligning Assessments with outcomes

27. OEI Rubric Section C.1: Assessment – Expectations
Assessments match the objectives
Learners are directed to the appropriate objective(s) for each assessment
Rubrics and/or descriptive criteria for desired outcomes are provided (models of “good work” may be shown, for example)
Instructions are written clearly and with exemplary detail to ensure understanding

28. How to store and access quiz questions
If you want to categorize questions, use a Question Group
A Question Group is specific to a particular quiz
Allows for randomization
You can edit a question in a live quiz and regrade automatically
If you want to align quiz questions with an outcome, use a Question Bank
General question pool, can be used over multiple quizzes
You can pull questions from a Question Bank into a Question Group
NOTE: forum conversations say outcome alignment still may not work completely

29. Aligning rubrics with outcomes
Create Assignment
Add a rubric
Find Outcome & Import

30. Grading In Canvas

31. Using the Gradebook Individual view
Clicking students' names shows their grade page
Sorting gradebook
Accessing menu from each column header
SpeedGrader
Message students who…
Download submissions

32. Using SpeedGrader Navigate to a specific student's work
Use the rubric to grade
Enter a comment

33. Guided Practice, Q&A