Student Assessments/Learning Activities with Suggested Technology

Assessment is the primary method to help instructors to determine and evaluate what students are learning and how well they are learning, as well as provide feedback. In addition, assessments are useful for students to learn content and allow instructors to become familiar with students while identifying their specific learning needs. Technology can help to streamline the assessment process and provide a variety of activities to meet the needs of diverse learning styles. The following listing outlines a variety (but not comprehensive list) of assessment methods, along with some suggested technology tools that could be used to facilitate assessment. Background Knowledge Probe Short, simple questionnaire to assess current knowledge at the beginning of a course, at the start of a new unit or lesson, or prior to introducing a new topic. Suggested Technology: Surveys in a course management system (like Desire2Learn/Moodle) offer many question types, branching, and basic statistical reporting. Qualtrics (http://survey.wisc.edu/) is a robust survey tool available free to UW-Madison employees. It is not associated with a course management system so the survey can be sent to anyone. Case Study A scenario or problem written in the form of a story. The case method includes presentation of an issue relating to a real-world event, activity, or problem. Students are asked to research, debate, and/or solve a case problem or issue either individually or as a group. Suggested Technology: There are a variety of tools that can be used to develop case study based learning objects.

Case Scenario/Critical Reader Builder (Free) (http://www.engage.wisc.edu/software/cscr/) o Creates a variety of web-based learning materials. Developed at UW-Madison. You

can combine text, images, video and audio along with embedded quiz questions and scoring to create compelling interactive critical readings, scenarios with decision branching, simulated dialogues, story-like narratives, media rich case studies and much more.

Adobe Captivate (~$180) (http://www.adobe.com/products/captivate.html) o Rapidly author professional online content with advanced interactivity, scenarios,

branched learning, software simulations, quizzes, and other engaging experiences - no programming or multimedia skills required. Output in HTML5 or Flash.

Articulate Storyline (~$900) (http://www.articulate.com/products/storyline-overview.php) o Build rich learner interactions, case scenarios and branched learning. This easy to use

tool is quick to get started with as it has a PowerPoint-like interface. o Very active user community helpful in support when necessary. o Also allows a more advanced user to create if-then-else type conditions that

previously required knowledge of programming code. Concept Map A graphics-based tool used to organize and represent knowledge and illustrate or “map” concepts. “Concepts,” usually shown enclosed in circles or boxes, are shown in relationships to other concepts through the use of connecting lines and linking words or phrases.

Student Assessments/Learning Activities with Suggested Technology

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Suggested Technology: Cmap Tools (http://ftp.ihmc.us/) is a free tool used to create concept maps. 4) Digital Storytelling/Digital Narratives Oftentimes considered to be the modern expression of the ancient art of storytelling, this technique of recording and illustrating thoughts, ideas, stories and more integrates images, music, narrative and voice together. The result is a powerful, digital video piece that provide deep dimension to characters, situations, experiences, and insights. Suggested Technology: Microsoft Photostory, Camtasia, Adobe Captivate, Articulate and/or Articulate Storyline and a variety of basic and more complex video editing software (e.g., Windows Movie Maker, iMovie, Sony Vegas, and Adobe Premiere). Rich media, including video, audio, photos, art, and text can be integrated to create compelling digital narratives. VoiceThread (http://voicethread.com/products/highered/) (http://vimeo.com/32856071) A solution that allows students to interact with media in an asynchronous manner. You can post a photo, illustration, diagram or PowerPoint slides. Students comment and build upon one another using text commentary or uploaded audio commentary. Electronic Portfolio A sampling of student work that conveys the range of the student’s abilities, attitudes, experiences, growth and achievements. Suggested Technology: Desire2Learn has a free ePortfolio tool for storing, organizing, reflecting on and sharing items (e.g., project documents, audio files, video clips, etc.) that represent learning. (https://learnuw.wisc.edu/toolbox/eportfolio.html) Group Projects, Papers, and Presentations Provides a means for assessing students’ ability to work as part of a team and practice leadership, communication, and collaboration skills. Grading can include both individual- and group-level accountability. Suggested Technology: Desire2Learn/Moodle course management systems provide the ability to create student groups and tools only available to specified groups to discuss and share resources. UW-Madison has web conferencing software called Blackboard Collaborate to facilitate communication for groups to collaborate in real time (https://learnuw.wisc.edu/toolbox/connect.html). In

addition, Google Apps (https://www.doit.wisc.edu/googleapps/) like Google Docs and Groups allow students to collaborate to create and make revisions within the same document at the same time. Journaling A popular method for promoting student reflection and writing, journaling may be used by student to chronicle their experiences on a field trip, create a list of online resources, and to reflect on a group project, a work or personal situation, a successful learning experience, an internship or any activity or observation. The instructor can provide specific questions or focus areas on which to write or allow the student to share their thoughts and reactions.

Student Assessments/Learning Activities with Suggested Technology

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Suggested Technology: To provide reflections, blogs can be shared with the entire class yet moderated, if need be, by the instructor.(http://www.educause.edu/library/resources/7-things-you-should-know-about-blogs). Or journals can be private between the student and instructor by placing them into the course management system, such as the Desire2Learn dropbox or Moodle. Knowledge Survey Used as a method of assessing student preparedness and learning effectiveness, this survey consists of numerous questions which exhaustively itemize the content of a course. When students take the surveys, they are not asked to provide the information required by the questions. Rather, they are asked to assess their own confidence level with respect to each question. Levels of confidence might include "I could answer this," "I could find the answer to this easily," "I could not answer this," and so on. Suggested Technology: The Desire2Learn/Moodle survey tools offer a variety of question types and chart class responses. Qualtrics (http://survey.wisc.edu/), a robust survey tool, is another option available free to UW-Madison employees. It is not associated with a course management system. Minute Paper Asks students to assess their understanding of the content by commenting briefly on some variation of the following questions: What was the most important or useful thing you learned during this class/week/unit/lesson? What two important question(s) do you still have; what remains unclear? What would you like to know more about? Suggested Technology: Desire2Learn/Moodle quizzing allows students to answer these questions and provide points for completion while the survey tool allows students to answer these questions anonymously. Discussions forums allow students to collaborate on the question responses. Muddiest Point Asks students to jot down a quick response to one question: "What was the muddiest point in ........?" That is, what topic remains the least clear to you? The focus of the Muddiest Point assessment might be a lecture, a discussion, an assignment, the readings, a play, a video, the week’s content, or the course to date. Suggested Technology: The survey tools in Desire2Learn/Moodle allow students to provide anonymous responses so students can share what they need clarified. Another good tool is Piazza Q & A (https://piazza.com/) which lets students post questions and comments. Papers, Presentations, and Proposals Can be completed individually or collaboratively for many purposes, including to research a topic, reflect on an experience, or develop writing skills. Suggested Technology: Students can place their assignments in Desire2Learn/Moodle, which is connected to grades. Google Docs/presentations allow for students to collaborate in real time https://www.doit.wisc.edu/googleapps/

Student Assessments/Learning Activities with Suggested Technology

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Quizzes, Tests, Exams Evaluate students and assess whether they are learning and can reinforce learning by providing indicators of what topics or skills students have not yet mastered and should concentrate on. Suggested Technology: Desire2Learn/Moodle quizzing offers a variety of question types, the ability to randomize questions, and links to grades. Both provide the ability to create a library of questions. Sentence Summary Challenges students to answer the questions "Who does what to whom, when, where, how, and why?" about a given topic, and then to synthesize those answers into a simple informative and long summary sentence. Suggested Technology: Desire2Learn/Moodle quizzing allow for open-ended questions linked to grades or Google Docs (https://www.doit.wisc.edu/googleapps/) provide the opportunity to share and build on the sentence summaries provided by classmates. Virtual Field Trip Directs learners to Internet sites and has them explore places or events and answer questions. Students can visit anyplace that has an online presence, including museums, caves, businesses, music sites, and much more. Suggested Technology: A Web page with links to various sites with photos, video, and audio can be developed using web pages that can be created using a program free to UW Madison employees, called Google Sites: https://www.doit.wisc.edu/googleapps/ Web Quest Encourages learners to use a variety of provided resource links to perform a given task including reflecting on critical thinking questions. The goal of a Web quest is to help the learner sort, digest, and better understand a given resource or group of resources. Suggested Technology: A Web page with links to various sites with photos, video, and audio can be developed within course management systems (Desire2Learn template available by e-mailing kskibba@dcs.wisc.edu) or using Google Sites: https://www.doit.wisc.edu/googleapps/ Assessments Reference: Angelo, T.A., & Cross, P.K. (1993). Classroom Assessment Techniques - A Handbook for College Teachers (2nd ed.). San Francisco: Jossey-Bass. Learn@UW Teaching and Learning Technologies Desire2Learn Course Management System Tools: https://learnuw.wisc.edu/toolbox/d2l.html Moodle Course Management Tools: http://moodle.wisc.edu/ Google Apps: https://www.doit.wisc.edu/googleapps/ Web Conferencing: https://learnuw.wisc.edu/toolbox/connect.html