Assessment and its Impact on Online Courses Angiemarie Rivera Ed.D

Introduction

For a student learning should be the result of motivational and significant experiences. In this way you will retain them and engage them with learning. (Carmen Roblem, 2010)

Objectives

• Discuss the considerations about assessment techniques

in online courses.

• Identify effective techniques to use in online courses.

• Discuss the importance of knowing how to avoid and

detect plagiarism.

Assessment

Assessment is the process of gathering, organizing and presenting varied information about what students learn and how they learn, using different techniques in certain moments of the teaching-learning process. (Nieves Rivera, 2005; María Rivera, 2005)

Assessment

• It’s a process of gathering information.

• Shows the student’s progress

• Frequently diagnoses the teaching-learning process. (Lugo & Ruiz, 2008)

• It strengthens the educational process for the facilitator and the student.

• It makes decisions for the facilitator about teaching styles and applying the most relevant and affective activities for students in the teaching-learning process.

Continuation…

• Assessment in online courses is systematic.

• Due to the geographical distance between the facilitator and the student in virtual settings, the facilitator has to find a way for this not to affect the learning process. ( Carmen Robles, 2010)

Importance of Assessment

• It provides useful information to the student and the facilitator, on time to improve the quality of the educational process. (Luna, Salas & Muñoz , 2010)

• It promotes learning through feedback, reflection and self-evaluation. (Luisa Guillemard, Desarrollo de Tecnicas)

• It gives continuous feedback about the teaching-learning process in order to make adjustments and the necessary changes. (Navia & Rodriguez, Tecnicas de Assesment)

• It follows up on the development of the student’s learning process.

Continuation…

• It empowers both the facilitator and the student.

• It evaluates the process and the result with the same interest. (Santy Correa, 2008)

• It integrates the emotional side of learning.

• It gives a humanistic approach to teaching.

Theoretical Foundations of Assessment(Navia & Rodríguez, Técnicas de Avalúo)

• Knowledge has to be built.

• Learning is the process of creating (personal) meaning based on new information and previous experiences. (Mercedes del Valle, 2007)

• Learning styles vary. (Navia & Rodriguez, Técnicas de Avalúo)

• The ability to pay attention, memory, the rhythm to develop and multiple intelligences play a part on it. (Santy Correa, 2008)

• Performance improves when the goal is known. • Models are observed, created and compared to an objective.

Continuation…

• The importance of the when and the how. (Navia & Rodríguez, Técnicas de Avalúo)

• It should be known when to use knowledge, and how to adapt and manage the learning process. (Santy Correa, 2008)

Learning can be affected.

• The wrong motivation and lack of effort affects the student’s

learning.

Learning is social. (Navia & Rodríguez, Técnicas de Avalúo)

• It invites to work in groups in an effective manner.

Assessment

Assessment

Multiple techniques, instruments and means

Feedback

Multiple opportunities

to perform

Reflection

Self-evaluation and

Self-correction

Active Participation

Characteristics of Facilitators who use assessment strategies

• They master multiple methods and teaching techniques that encourage and develop effective, creative and critical thinking.

• They facilitate the teaching-learning process. (Lugo & Ruiz, 2008)

• They are another pupil in the classroom

• They make students the center of the teaching-learning process.

Methods

• They are developed to satisfy learning styles.(Santy Correa, 2008)

• It is a broad systematic plan that uses strategies and techniques.

• It’s the procedure that must be followed to achieve a goal that was established.

• It’s a formal teaching process that follows an organization.

Techniques

• Means that lead to an end.

• An instrument used by the teacher to transmit students an idea or concept that makes learning easier.

• It’s the most specific way of presenting a learning activity.

Assessment Techniques

• Email

• Chats

• Blogs

• Case Studies

• Oral and Written Presentations

• Reflections

• Projects like WebQuests

• Incomplete Outlines

• Annotated Bibliographies

Continuation…

• Assessment Techniques

• Research Work

• Anecdotal Record

• Checklist

• Online Tests: multiple choice, match, short answers, essays etc.

• Case studies

• Focused Listing

• Surveys

• Demonstrations

• Immediate Written Reaction

• Talk

Blogs

• It’s like an online diary; a webpage a person uses to write periodically, in which all the writing and style is managed through the web. (Luis Buero, 2007)

Wiki

• Organize student participation by topics.

• Visit the forum once every two to three days.

• Mention ideas to the students.

• Communicate with students that are not participating via email, and encourage them to participate.

• Include the forum participation as evaluation criteria.

• Evaluate student participation in the forum. ( Carmen Robles, 2010)

Focused Listing

• List of terms, concepts and important points that students identify about a particular topic (Luisa Guillemard, Desarrollo de Técnicas)

Portfolio

• A collection of assignments completed in different contexts of an academic period.

• A way of identifying strengths and limitations of a student regarding their learning. (Meléndez de león, 2010)

• Promotes the development of self-esteem and values in the student, by creating a process of self-evaluation about their academic performance and how they feel during the work process.

• A way in which students are able to self-evaluate themselves.

Journals

• Allows facilitators to identify the concepts and areas in which students need more help.

• Shows the progress of the students and informs the facilitator how the students feel about the work they are doing.

Concept Map

• It offers a hierarchical diagram that shows connections between words and concepts by level.

• It requires students to perform an analysis of the concepts, their main ideas or sub-concepts, organize them and establish relationships using linking words or phrases.

Concept Map Sample

Concept Map Diagram

Using questions as an Assessment technique

• Verifies the level of knowledge of the students.

• It stimulates critical thinking.

• Encourages students to solve the problem or explain the concept using a variety of methods.

Critical Analysis

• It’s a summary of an article, essay, documentary or movie among others, which requires examining the content in terms of the criteria that was established. This encourages the development of critical thinking and writing skills.

Comic Strips

• It gives students the opportunity to learn in a creative and inventive way.

• Provides the facilitator useful and valuable information about the students in different perspectives; such as values, attitudes and knowledge.

• It can identify strengths and weaknesses in the development of concepts, skills and vocabulary.

Bibliography Robles, C. (2010, June 08). Tecnicas de Ensenanza en Linea.

Retrieved from http://www.slideshare.net/robles585/tcnicas-de-ensaanza-en-lna-revisado

Rivera, M. (2005). Tecnicas de Assesment. Retrieved from http://viajandoporelmundo.monids.org/tecnicas_assessment.html Guillemard, L. (n.d.). Desarrollo e implementacio de Tecnicas de Avaluo en el Salon de Clases. Retrieved from http://uprm.edu/ideal/avaluo-guillemard.pdf

Lugo, M., & Ruiz, J. (2008). Metodologia de la Ensenanza. Retrieved from http://repasopcmasumet.files.wordpress.com/2008/12/repaso-pcmas-metodologia-de-la-ensenanza-read-only.pdf Luna, C., Salas, J., & Munoz, M. (2012, August). Proceso de Avaluo del Aprendizaje de la Universidad Metropolitana. Retrieved from http://www.suagm.edu/umet/pdf/vicerrectoria_asuntos_academicos/pdf_taller_facultad_enero_2013/compendio_proceso_de_avaluo_del_aprendizaje.pdf

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Continuation… • Navia, B., & Rodriguez, A. (n.d.). Tecnicas de Assesment: La Lista Focalizada y el

Diario Reflexivo. Retrieved from http://ponce.inter.edu/acad/Assessment/PresentacionListaFocalizadayDiarioReflexivo.pdf

• Correa, S. (2008, September). Tecnicas de Assesment. Retrieved from http://www.scribd.com/doc/6163377/Tecnicas-de-Assessment-Educ1-3570-Septiembre-2008

• melendezdeleon. (2011, February 3). Assesment. Retrieved fromhttp://www.scribd.com/doc/48113584/assessment

• Angelo, T. A. & Cross, R. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd. Ed.). San Francisco, CA: Jossey-Bass.

• Colón del Toro, M. Documentando el Avalúo en el Salón de Clases. http://www.enterprise.uprm.edu.

• Enerson, D. M., Plank, K. M., & Johnson, R. N. An introduction to classroom assessment techniques.

• http://www.psu.edu/celt/CATs.html • Rodriguez-Irlanda, D. (2003). Medición. "assessment" y evaluación del

aprovechamiento académico (7ma. Ed.) Hato Rey, PR: Publicaciones Puertorriqueñas.

• Vargas Scouri, R. X. La Avaluación en el Salón de Clases.http://cuhwww.upr.clu.edu/~ideas/Paginas_htm_espanol/avaluacion.pdf

• Desarrollo e Implementación de Técnicas de Avalúo en el Salón de Clases Dra. Luisa Guillemard, Catedrática Asociada Coordinadora de Avalúo Departamento de Ciencias Sociales

Thanks for your attention