Assessment of Student Performance in Online Courses: Paradigm and Praxis

NEMAH N. HERMOSA

University of the Philippinesnemah.hermosa@up.edu.ph

30 July 2010 6th ICTED, Quezon City, Philippines

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Assessment: The Basics

AssessmentVarious methods used to determine the extent to which students achieve intended learning outcomes of instruction.

• Assessment is more than grades

• Assessment is feedback for both instructors and students

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Assessment with Purpose in Mind (Earl, 2006)

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Assessment: The Basics

AssessmentVarious methods used to determine the extent to which students achieve intended learning outcomes of instruction.

• Assessment is more than grades

• Assessment is feedback for both instructors and students

• Assessment drives student learning

• Assessment drives course development

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Course Development Model (Palloff & Pratt, 2009)

University Mission

Program Competencies

Course Outcomes

Activities Assessments

Unit Objectives

Activities Assessments

Unit Objectives

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Backward Design Model (Adapted from Wiggins & McTighe,1998)

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Losses and gains?

How to translate f2f forms into an online environment?

New learning and assessment opportunities?

Assessment Online

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Is the student who has enrolled in the course the one taking the exam?

How do I know that students really understand what I’m teaching if I can’t see them?

How can I ensure that students won’t cheat?

How can I deal with plagiarism?

Assessment Online

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PARADIGM

“The online paradigm holds that learning itself may be different in the online environment and, if that is true, then the methodology for measuring it should also be different or should measure those things that are, in fact, different.”

-- Bedard-Voorhes, 2004, p. 74

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PRAXIS

Forms of Assessment in My Online Courses

ASYNCHRONOUS• Written assignments submitted through the Workbin in the course site, as email attachment, or by post• Participation in MyPortal discussion forums/blogs• MyPortal online quizzes/exams

SYNCHRONOUS• Proctored exams in pre-determined venues (Learning/Testing Centers, overseas exam sites)• Online proctored exams using WebCam technology

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PRAXIS

EDR 201 The Psychology of Reading

• Required course in the Diploma/MA Ed Language & Literacy Education• Taken as elective by MDC, MIS, MDE and PTC students• 138 students: 23 offshore (12 countries); the rest are based in different regions in the Philippines• Different orientations/specializations

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EDR 201 Course Site

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Principle:Use assessment techniques that fit the context and align with learning objectives

• Unit Study Guides• Expanded Course Guide

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Praxis: Use of alternative assessments, such as performance-based/authentic assessmentsPrinciple: Design assessments that are clear, easy to understand, and likely to work in an online environment

• Detailed Assignment Guides

• Alternative Assignments

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Principle: Design and include grading rubrics for assessment of contributions to discussion as well as for assignments, projects, and collaboration itself. Principle: Design learner-centered assessments that include self-reflection

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Praxis: Inclusion of dynamic interaction, defined by a high level of interaction through discussion

Discussion Thread

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Praxis: Using the online environment for assessment advantage: Computer-generated and -scored tests

Principle: Ask for and incorporate student input into how assessment should be conducted.

EDR201QUIZ 1

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Sample Rated Quiz

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Praxis: Using the online environment for assessment advantage: Internet-based resources

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Praxis: Dealing with plagiarism and cheating

• Design exams as open book • Have several short assessments embedded in the course• Varied and multiple means of assessment• Asking students to submit sections of work as they are developed• Flagging papers without citations and those using different writing style• Use of plagiarism detection software• Inform students of university policy

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Praxis: Dealing with plagiarism and cheating

PROCTORED ONLINE EXAMS

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KEY PRINCIPLES in ONLINE ASSESSMENT(Palloff & Pratt, 2009)

• Design learner-centered assessments that align with learner-centered activities and assignments.

• Construct courses that contain a variety of learning activities and assessment measures that tap various learning styles and inhibit the possibilities for plagiarism and cheating

• Promote, use, and assess learner contributions to the discussion forum.

• Use rubrics that establish performance expectations and provide a sound basis for self- assessment

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KEY PRINCIPLES in ONLINE ASSESSMENT(Palloff & Pratt, 2009)

• Provide prompt feedback on assessments and assignments

• Consider tests and quizzes delivered online to be “open book” measures and develop them with this factor in mind

• To make online assessments effective, include performance assessments, authentic assessments, projects, portfolios, self-assessments, peer assessments, and weekly assignments that include discussion assignments.

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SUMMARY: Online Assessment

Our basic philosophy and approach may not change, but the techniques we use to get there are likely to be different.