Date post: | 15-Apr-2017 |
Category: |
Documents |
Upload: | danny-glick-phd |
View: | 124 times |
Download: | 0 times |
Unit 3:
Assessment in Social Media-
enhanced Courses
In Unit 3 we will explore:
1. Assessment of social media-enhanced
activities
2. How to align intended learning outcomes
with assessment
3. Assessment rubrics
Assessment Types
When using social media-enhanced activities,
teachers will have to decide if they want to use
formative assessment, summative assessment, a
combination of both, or no assessment at all.
Formative assessment – used to inform further
teaching and facilitate learning
Summative assessment – summarizes students’
progress at a specific point in time
When to use Formative vs.
Summative Assessment
Summative AssessmentFormative Assessment
You want to measure
your learners’
improvement against the
intended learning
outcomes using a
standardized benchmark
You want to give your
learners a grade or score
‘High stakes’ (formal
assessment)
You want to check your learners’ understanding of a topic or feature
You want to identify your learners’ strengths and weaknesses
You want to adjust your teaching strategies, course materials and social media activities
‘Low stakes’ (informal assessment)
Some examples of Formative and
Summative assessment
Summative:
Tests
Quizzes
Exams
Formative:
Self-reflection tasks
Learners assess their
own work / each
other’s work using
checklists and rubrics
Which of these activities do you
currently use?
Now consider which social media tools
match these assessment examples:
Tests / quizzes / exams
Published projects
Essays
Self-reflection tasks
Feedback from fellow learners (peer
assessment)
Suggested answers on the next slide
Suggested Answers Tests / quizzes / exams – teachers can create quizzes
on Facebook
Published projects – learners can publish collaborative
work through wikis, individual work through blogs, or
videos through YouTube
Essays – learners can write extended pieces in a blog
Self-reflection tasks – learners can write self-reflective
essays in a blog or use Twitter to tweet shorter
reflections
Feedback from fellow learners (peer assessment) –
learners can use Twitter to give feedback to fellow
learners
You should now be
familiar with
Formative and
Summative
assessment
methods.
Which mode of
assessment do you
find most relevant
for the social media
activity you
designed in Unit 2?
Share your ideas in
the Forum!
Review: Formative and Summative Assessment
How to align intended learning
outcomes with assessment
When designing activities for assessment, the
following should be kept in mind:
There should be a clear link between the
objectives of the lesson and the activity assessed
Learners should receive clear instructions on
how to complete the task
An assessment rubric should be provided
Grade 8 Chemistry: Acids and Bases
Learning objectives:
1. Identify the differences between acids and
bases
2. Identify common acids and bases
3. Match pH numbers with commonly found acids
and bases
4. Promote communication and collaboration
How could you assess learners on this topic using
social media?
Sam
ple
Activity
Assessment Activity
Learners will create a wiki which includes the
following information:
Key differences between acids and bases
Examples of common acids and bases and their
pH numbers
Learners will work in groups of 4 to complete the
task
This task will be used as summative assessment to
conclude the topic of acids and bases
Sam
ple
Activity
Procedure before the activity
1. Divide learners into groups of 4.
2. Assign each learner with a role e.g. designer, content
researcher, writer and proof-reader.
3. Ensure learners understand what their role entails e.g.
designing the layout of the wiki, compiling class notes
to fulfil the task objectives etc.
4. Instruct the learner in the role of designer to visit
http://bit.ly/1DneayI to sign up and create the wiki. The
site will guide them through a series of steps to set up
their wiki.
Instructions for the activity and learner roles can be posted
in a Facebook group or class blog
Sam
ple
Activity
Procedure during the activity
1. Now the wiki has been set up, learners can add
information by clicking on the Edit button on the home
page of the wiki.
2. Set clear learning objectives and outcomes for the
activity, and make sure learners know what they will be
assessed on (assessment rubric on next slide).
3. Learners may communicate with each other using
social media tools. They may also be encouraged to
contact domain experts for further information and
advice.
Social media tools which could be used: Twitter (public
or private messages), Facebook (groups or private
messaging), blogs.
Sam
ple
Activity
How the Wiki looks…S
am
ple
Activity
Procedure after the activity
Encourage learners to reflect on their learning. This
can be through tweeting self-reflective comments or
writing a short blog entry:
What did you enjoy most about the activity?
What did you enjoy least about the activity?
How well did your group work together?
What would you do differently next time?
If using summative assessment, you may choose to
use the self-reflection as part of the learners’ grade
Sam
ple
Activity
Sample Rubric for Assessing the
WikiCriteria Excellent Good Fair Poor
Understanding
of subject
matter
Learners show
exceptional
understanding of
the subject matter.
Learners show solid
understanding of the
subject matter.
Learners show some
understanding of the
subject matter.
Learners show little to
know understanding of
the subject matter.
Content
The content of the
wiki was relevant,
no content was
plagiarized, and it
fulfilled the lesson
objectives.
The content of the wiki
was relevant, most was
not plagiarized, and it
fulfilled the lesson
objectives.
The content of the wiki was
generally relevant although
much was plagiarized. The
content mostly fulfilled the
lesson objectives.
The content of the wiki
was either not relevant
or fully plagiarized.
Communication
and
collaboration
The group worked
well together and
communicated
frequently via a
range of social
media tools.
The group worked well
together and
communicated via social
media when necessary.
The learners worked as a
group at times although
little communication via
social media took place.
Learners did not
collaborate effectively as
a group and there was
little or no
communication via
social media tools
Sam
ple
Activity
Activity Analysis
What do you think of this assessment
activity?
Does the assessment match the learning
objectives?
Does the activity promote communication
and collaboration?
Do learners have the opportunity to be
creative and express themselves?
Share your feedback and ideas in the Forum!
Sam
ple
Activity
Further Reading
Visit http://bit.ly/1rI2CmJ to read more
about assessment in social media-
enhanced activities (see pp. 9-10).
Which different approaches to
assessment are shared in the article?
Share your ideas in the Forum!
Independent TaskTransforming a unit from the course that you teach into an online social media-enhanced activity.
Transform a unit from a course that you teach into a social media-enhanced online course by designing creative learning activities which make use of the social media tools introduced in Unit 2.
Define the learning objectives of the social media-enhanced activities.
Provide clear instructions on how to complete the task.
Develop a relevant assessment rubric.Note: There should be a clear link between the objectives of the lesson and the activity assessed.
Upload the lesson plan and the assessment rubric (lesson plan template on the next slide) to the course forum.
Lesson Plan Template