5. online assessment and evaluation practices dr. curtis j. bonk indiana university and...
TRANSCRIPT
5. Online Assessment and Evaluation
Practices
Dr. Curtis J. Bonk Indiana University and CourseShare.com
http://php.indiana.edu/~cjbonk
Assessment Takes Center Stage in Online Learning
(Dan Carnevale, April 13, 2001, Chronicle of Higher Education)
“One difference between assessment in classrooms and in distance education is that distance-education programs are largely geared toward students who are already in the workforce, which often involves learning by doing.”
Focus of Assessment?1. Basic Knowledge,
Concepts, Ideas2. Higher-Order Thinking
Skills, Problem Solving, Communication, Teamwork
3. Both of Above!!!4. Other…
Assessments Possible Online Portfolios of Work Discussion/Forum Participation Online Mentoring Weekly Reflections Tasks Attempted or
Completed, Usage, etc.
More Possible Assessments
Quizzes and Tests Peer Feedback and
Responsiveness Cases and Problems Group Work Web Resource Explorations &
Evaluations
Sample Portfolio Scoring Dimensions
(10 pts each)(see: http://php.indiana.edu/~cjbonk/p250syla.htm)
1. Richness2. Coherence3. Elaboration4. Relevancy5. Timeliness6. Completeness7. Persuasivenes
s8. Originality
1. Insightful2. Clear/Logical3. Original4. Learning5. Fdback/
Responsive6. Format7. Thorough8. Reflective9. Overall Holistic
E-Peer Evaluation FormPeer Evaluation. Name: ____________________Rate on Scale of 1 (low) to 5 (high):
___ 1. Insight: creative, offers analogies/examples, relationships drawn, useful ideas and connections, fosters growth.
___ 2. Helpful/Positive: prompt feedback, encouraging, informative, makes suggestions & advice, finds, shares info.
___ 3. Valuable Team Member: dependable, links group members, there for group, leader, participator, pushes group.
___ Total Recommended Contribution Pts (out of 15)
E-Case Analysis Evaluation
Peer Feedback Criteria(1 pt per item; 5 pts/peer feedback)
(a) Provides additional points that may have been missed.
(b) Corrects a concept, asks for clarification where needed, debates issues, disagrees & explains why.
(c) Ties concepts to another situation or refers to the text or coursepack.
(d) Offer valuable insight based on personal experience.
(e) Overall constructive feedback.
Issues to Consider…1. Bonus pts for participation?2. Peer evaluation of work?3. Assess improvement?4. Is it timed? Allow retakes if lose
connection? How many retakes?5. Give unlimited time to complete?
Issues to Consider…6. Cheating? Is it really that
student?7. Authenticity?8. Negotiating tasks and criteria?9. How measure competency? 10. How do you demonstrate
learning online?
Increasing Cheating Online
($7-$30/page, http://www.syllabus.com/ January, 2002, Phillip Long, Plagiarism: IT-Enabled Tools for
Deceit?)
http://www.academictermpapers.com/
http://www.termpapers-on-file.com/ http://www.nocheaters.com/ http://www.cheathouse.com/uk/index.html http://www.realpapers.com/ http://www.pinkmonkey.com/ (“you’ll never buy Cliffnotes again”)
Reducing Cheating Online Ask yourself, why are they cheating? Do they value the assignment? Are tasks relevant and challenging? What happens to the task after
submitted—reused, woven in, posted?
Due at end of term? Real audience? Look at pedagogy b4 calling
plagiarism police!
Reducing Cheating Online Proctored exams Vary items in exam Make course too hard to cheat Try Plagiarism.com ($300) Use mastery learning for some tasks Random selection of items for item
pool Use test passwords, rely on IP#
screening Assign collaborative tasks
Reducing Cheating Online($7-$30/page, http://www.syllabus.com/ January,
2002, Phillip Long, Plagiarism: IT-Enabled Tools for Deceit?)
http://www.plagiarism.org/ (resource) http://www.turnitin.com/ (software, $100,
free 30 day demo/trial) http://www.canexus.com/ (software; essay
verification engine, $19.95) http://www.plagiserve.com/ (free database
of 70,000 student term papers & cliff notes) http://www.academicintegrity.org/ (assoc.) http://sja.ucdavis.edu/avoid.htm (guide) http://www.georgetown.edu/honor/
plagiarism.html
Turnitin Testimonials
"Many of my students believe that if they do not submit their essays, I will not discover their plagiarism. I will often type a paragraph or two of their work in myself if I suspect plagiarism. Every time, there was a "hit." Many students were successful plagiarists in high school. A service like this is needed to teach them that such practices are no longer acceptable and certainly not ethical!”
Test Selection Criteria
(Hezel, 1999)
Easy to Configure Items and Test Handle Symbols Scheduling of Feedback (immediate?) Provides Clear Input of Dates for Exam Easy to Pick Items for Randomizing Randomize Answers Within a Question Weighting of Answer Options
More Test Selection Criteria Recording of Multiple Submissions Timed Tests Comprehensive Statistics Summarize in Portfolio and/or
Gradebook Confirmation of Test Submission
More Test Selection Criteria
(Perry & Colon, 2001)
Supports multiple items types—multiple choice, true-false, essay, keyword
Can easily modify or delete items Incorporate graphic or audio elements? Control over number of times students
can submit an activity or test Provides feedback for each response
Flexible scoring—score first, last, or average submission
Flexible reporting—by individual or by item and cross tabulations.
Outputs data for further analysis Provides item analysis statistics
(e.g., Test Item Frequency Distributions).
More Test Selection Criteria
(Perry & Colon, 2001)
Web Resources on Assessment1. http://www.indiana.edu/~best/2. http://www.indiana.edu/~best/
best_suggested_links.shtml3. http://www.indiana.edu/~best/samsung/
Rubric for evaluation technology projects:
http://www.indiana.edu/~tickit/learningcenter/rubric.htm
Sample Survey Tools Zoomerang
(http://www.zoomerang.com) IOTA Solutions
(http://www.iotasolutions.com) QuestionMark
(http://www.questionmark.com/home.html) SurveyShare (http://SurveyShare.com;
from Courseshare.com) Survey Solutions from Perseus
(http://www.perseusdevelopment.com/fromsurv.htm)
Infopoll (http://www.infopoll.com)
Web-Based Survey Advantages Faster collection of data Standardized collection format Computer graphics may reduce
fatigue Computer controlled branching
and skip sections Easy to answer clicking Wider distribution of
respondents
Web-Based Survey Problems: Why Lower
Response Rates? Low response rate Lack of time Unclear instructions Too lengthy Too many steps Can’t find URL
Survey Tool Features Support different types of items (Likert,
multiple choice, forced ranking, paired comparisons, etc.) Maintain email lists and email invitations Conduct polls Adaptive branching and cross tabulations Modifiable templates & library of past
surveys Publish reports Different types of accounts—hosted,
corporate, professional, etc.
Web-Based Survey Solutions: Some Tips… Send second request Make URL link prominent Offer incentives near top of request Shorten survey, make attractive,
easy to read Credible sponsorship—e.g.,
university Disclose purpose, use, and privacy E-mail cover letters Prenotify of intent to survey
Tips on Authentification Check e-mail access against
list Use password access Provide keycode, PIN, or ID # (Futuristic Other: Palm Print,
fingerprint, voice recognition, iris scanning, facial scanning, handwriting recognition, picture ID)
Champagne & Wisher (in press)
“Simply put, an evaluation is concerned with judging the worth of a program and is essentially conducted to aid in the making of decisions by stakeholders.” (e.g., does it work as effectively as the standard instructional approach).
Evaluation Purposes Cost Savings Improved Efficiency/Effectiveness Learner Performance/Competency
Improvement/Progress What did they learn?
Assessing learning impact How well do learners use what they
learned? How much do learners use what they learn?
Figure 26. How Respondent Organizations Measure Success of Web-Based Learning According to the
Kirkpatrick Model
0102030405060708090
Learner satisfaction Change inknowledge, skill,
atttitude
Job performance ROI
Kirkpatrick's Evaluation Level
Pe
rcen
t o
f R
esp
on
den
ts
My Evaluation Plan…Considerations in Evaluation Plan
1. Student
2. Instructor
3. Training
4. Task5. Tech Tool
6. Course
7. Program
8. University or
Organization
What to Evaluate?1. Student—attitudes, learning, jobs.
2. Instructor—popularity, survival.
3. Training—effectiveness, integratedness.
4. Task--relevance, interactivity, collab.
5. Tool--usable, learner-centered, friendly, supportive.
6. Course—interactivity, completion.
7. Program—growth, model(s), time to build.
8. University—cost-benefit, policies, vision.
1. Measures of Student Success
(Focus groups, interviews, observations, surveys, exams,
records)
Positive Feedback, Recommendations Increased Comprehension,
Achievement High Retention in Program Completion Rates or Course Attrition Jobs Obtained, Internships Enrollment Trends for Next Semester
1. Student Basic Quantitative
Grades, Achievement Number of Posts Participated Computer Log Activity—peak usage,
messages/day, time of task or in system
Attitude Surveys
1. Student High-End Success
Message complexity, depth, interactivity, q’ing
Collaboration skills Problem finding/solving and critical thinking Challenging and debating others Case-based reasoning, critical thinking
measures Portfolios, performances, PBL activities
2. Instructor Success
Technology training programs Funding adequate Utilize Web to share teaching Positive attitudes, more signing
up Course recognized in tenure
decisions Understands how to coach
3. TrainingOutside Support
Training (FacultyTraining.net) Courses and Certificates (JIU, e-education) Reports, Newsletter, & Pubs (e.g., surveys) Aggregators of Info (CourseShare, Merlot) Global Forums (FacultyOnline.com; GEN:
http://www.vu.vlei.com) Resources, Guides/Tips, Link Collections, Online
Journals, Library Resources (e-global Library)
TELEStraining.com
Courses:1. DWeb: Training the Trainer—Designing,
Developing, and Delivering Web-Based Training ($1,200 Canadian)
(8 weeks: Technology, design, learning, moderating, assessment, course development,
2. Techniques for Online Teaching and Moderation
3. Writing Multimedia Messages for Training
Certified Online Instructor Program Walden Institute—12
Week Online Certification (Cost = $995)
2 tracks: one for higher ed and one for online corporate trainer Online tools and purpose Instructional design theory
& techniques Distance ed evaluation Quality assurance Collab learning
communities
Distance Ed Certificate Program (Univ of Wisconsin-Madison)
12-18 month self-paced certificate program, 20 CEUs, $2,500-$3,185
Integrate into practical experiences Combines distance learning formats
to cater to busy working professionals
Open enrollment and self-paced Support services
3. TrainingInside Support…
Instructional Consulting Mentoring (strategic planning $) Small Pots of Funding Facilities Summer and Year Round Workshops Office of Distributed Learning Colloquiums, Tech Showcases, Guest
Speakers Newsletters, guides, active learning grants,
annual reports, faculty development, brown bags
Technology and Professional Dev: Ten Tips to Make it Better (Rogers, 2000)
1. Offer training2. Give technology to take home3. Provide on-site technical support4. Encourage collegial collaboration5. Send to prof development conference6. Stretch the day7. Encourage research8. Provide online resources9. Lunch bytes, faculty institutes10. Celebrate success
RIDIC5-ULO3US Model of Technology Use
4. Tasks (RIDIC): Relevance Individualization Depth of Discussion Interactivity Collaboration-Control-Choice-
Constructivistic-Community
RIDIC5-ULO3US Model of Technology Use
5. Tech Tools (ULOUS): Utility/Usable Learner-Centeredness Opportunities with Outsiders
Online Ultra Friendly Supportive
6. Course Success Few technological glitches/bugs Adequate online support Increasing enrollment trends Course quality (interactivity
rating) Monies paid Accepted by other programs
7. Online Program or Course Budgethttp://webpages.marshall.edu/~morgan16/onlinecosts/[email protected] (asks how pay, how large is course, tech fees charged, # of courses, tuition rate, etc.)
Indirect Costs: learner disk space, coordination, phone, admin training, creating student criteria, accreditation, integration with existing technology and procedures, library resources, on site orientation & tech training, faculty training, office space, supplies
Direct Costs: courseware, instructor, business manager, help desk, books, seat time, bandwidth and data communications, server, server back-up, course developers, postage
7. Program:Online Content Considerations
Live mentors? Beyond content dumping? Interactivity? Collaboration? Individual or cohort groups? Lecture or problem-based
learning? Record keeping and assessment?
8. Institutional Success
E-Enrollments from new students, alumni, existing
students Additional grants Press, publication, partners,
attention Cost-Benefit model Faculty attitudes Acceptable policies
8. Increase Accessibility
Make Web material ADA compliant (Bobby)
Embed interactivity in lessons Determine student learning preferences Conduct usability testing Consider slowest speed systems Orientations, training, support materials
e.g., CD-ROM
8. Initial Lessons to Learn Start small, be clear, flexible Create standards and policies Consider Instructor
Compensation: online teaching is not the same
Look at obstacles and support structures
Mixed or blended may dominate
8. What steps in getting it work?
Institutional support/White Paper Identify goals, policies, assess plans, resources
(hardware, software, support, people)
Faculty qualifications & compensation Audience Needs: student or corporate Finding Funding & Partnering Test software
usability testing, system compatibility, fits tech plans
8. How long to build a program?
Year 1: Experimental StageYear 2: Development Stage
Hire people, creating marketing materials, assess, etc.
Year 3: Revision StageYear 4: Move On Stage