Anastasia Trekles, Ph.D.

Use the Quality Matters rubric and Standards 3, 4, and 5 to help guide your course development

Discuss appropriate assessment strategies in your course course and discipline

Use a variety of formative and summative assessment methods to maximize your picture of how students are doing

FORMATIVE

Helps you get a handle on how the course and/or students are doing at any given point

Gives you a chance to correct something if it’s not going as planned

SUMMATIVE

Usually done at the end of a unit or course

Provides a final look at how things went

Determines whether students “pass” or have attained the necessary skills to move on

Make sure that the information that you’re testing students on it directly related to what students are supposed to know and be able to do

Nice-to-know information is great, but shouldn’t be included if it’s not directly tied to an objective

Make sure your assessment matches the level of the objective and is not above or below the students’ skill level

Unfortunately, human nature is such that we will typically only do what we have to

Only students that are intrinsically motivated will tend to go beyond

Experience and research shows that most students tend toward extrinsic motivation and perform best when: A grade is involved

Completion of a major course requirement is contingent on participation

When students have a chance to reflect on themselves as learners, they may be more inclined to grow and achieve more

Try one of these surveys in class or as an assignment/discussion and see the reaction

Felder’s Index of Learning Styles: http://www.engr.ncsu.edu/learningstyles/ilsweb.html

Biggs’ Study Process Questionnaire: http://www.johnbiggs.com.au/academic/students-approaches-to-learning/

• Evaluationmake judgments based on criteria

• Synthesiscompile information in a new way

• Analysisbreak down information into parts

• Applicationuse information in a new situation

• Comprehensioninterpret information

• Knowledgerecall information

Lower Order Thinking Skills

Higher Order Thinking Skills

Type of Objective How to Measure

Discuss/Recall/Identify Discussion board, summary paper, objective test

Apply/Use Essay or fill-in test, labs, report paper

Analyze Problem-solving, analysis paper, case studies, presentations

Create/Design Research paper, creative essays, art, prototypes, plans, student-created tests, presentations

Evaluate/Judge Journals, case studies, debates, peer review, critiques

Quizzes and tests Discussion forums Rubrics for the creation of:

Writing assignments

Multimedia (text + images, video, etc)

Presentation tools

Digital video and audio

E-books, wikis, blogs

Can be mobile-capable or browser-only Can be supported through Respondus

LockDown Browser and Respondus Monitor You can create tests from scratch or import from

Respondus Test Generator (or other tools) Test exceptions settings allow different options

for different students (like extra time) See https://www.pnc.edu/distance/learn-

tutorials/ for all videos on tests See http://www.pnc.edu/distance/respondus for

info on downloading Respondus

Edit the Test Options -check your settings

Do NOT turn on Force Completion!

Use Test Availability Exceptions for make-ups and accommodations

Auto-Submit is ok –forces the student to stop when timer ends

Decide on options for how and whether students can receive feedback

Need help with the text for your rubric?

Try rubric-makers that make your job easier!

Rubistar:http://rubistar.4teachers.org

iRubric:http://www.rcampus.com/indexrubric.cfm

You can grade using rubrics right within BlackBoard

Rubrics make your job a little easier when grading more extensive assessments

Video tutorials available: https://www.pnc.edu/distance/learn-tutorials/

Use the left-hand sidebar and choose Needs Grading to view when new work has been turned in

Alternately, in the Full Grade Center, ungraded work submitted will have a “!” icon

Allows you to see all grades at a glance –works like a spreadsheet

You can create columns for various purposes, including calculated columns

Use the Manage button to change column organization

Use the “arrow-menus” to change settings, view and edit grades

BlackBoard discussion, blog, wiki, Kaltura media tools WebEx: http://purdue.webex.com Google Docs: http://drive.google.com Prezi: http://www.prezi.com MS Office Templates: http://office.microsoft.com/en-

us/templates/ Screencast-o-matic: http://www.screencast-o-

matic.com Jing and Camtasia: http://www.techsmith.com Wordpress: http://www.wordpress.com SimpleBooklet: http://simplebooklet.com/index-

edu.php Draw.io: https://www.draw.io

Carnegie-Mellon Assessment resource: http://www.cmu.edu/teaching/assessment/howto/basics/index.html

Writing good learning objectives: http://www.ion.uillinois.edu/resources/tutorials/id/developObjectives.asp

Kathy Schrock’s guide for educators: http://www.schrockguide.net/assessment-and-rubrics.html

Workshop in scenario-based learning and authentic assessment examples: https://sites.google.com/site/workshopctandsblresourcesite/home

Tests, Surveys, and Pools: http://help.blackboard.com/en-us/Learn/9.1_2014_04/Instructor/110_Tests_Surveys_Pools

Using assignments: http://help.blackboard.com/en-us/Learn/9.1_2014_04/Instructor/100_Assignments

Using rubrics: http://help.blackboard.com/en-us/Learn/9.1_2014_04/Instructor/120_Grade_Center/020_Grading/010_Rubrics

Using the Grade Center: http://help.blackboard.com/en-us/Learn/9.1_2014_04/Instructor/120_Grade_Center

Reach us at: pncolt@pnc.edu

Twitter and Facebook: @PNCOLT

http://www.pnc.edu/distance for all workshop notes, links, and training needs