Online Assessment & Evaluation
Online and blended learning presents several unique opportunities for integrating content with 21st century skills. Combined with the fundamental practices of high-quality instruction, the online environment can produce academic results that are equal or better than traditional classroom instruction. In particular, assessments in online and blended environments present teachers and learners with new ways to chart student growth and demonstrate mastery. This module will highlight several differences and similarities between online, blended, and face-to-face assessment strategies as well as demonstrate a variety of tools that can be used for delivering effective formative and summative assessments.
Portfolio Project
Comprehensive Assessment Plan
Part 1: The Unit
Part 1: The Unit
- Audience:
- High School scholars, grades 9-12
- Objectives:
- Scholars will apply media law and ethics as they prepare, plan, and write their social media posts and blogs.
- Standards (including Common Core, NGSS and/or other subject-specific standards):
- CCSS.ELA-LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. - CCSS.ELA-LITERACY.W.11-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. - CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
- CCSS.ELA-LITERACY.W.9-10.2
- Activities:
- Review of the First Amendment; unprotected speech; Student Online Speech Case
- Research and evaluate a court case
- Review "Real Life Social Network" by Paul Adam
- Create Real Life Social Network
- Formative Assessments
- Discussion Board Post - 1 original post, respond to at least 2 other posts along with responses to original post. Scholars will read Does First Amendment protect students' online speech off-campus? Discuss - What is your initial reaction after reading this article? Did anything surprise you from any of the three cases presented in the article? If so, what and why?
- Flipgrid Post - 1 original post, respond to at least 2 other posts. Scholars will review "Real Life Social Network" by Paul Adam. Discuss - How is the Internet changing communication?
- Graphic Organizer - Create a Graphic Organizer, which shows the cause and effect of at least 3 court cases on social media. What was the cause (social media issue/item) and what was the effect after the verdict from the case
- Feedback Methods
- Discussion Board Post. Feedback would be provided through guided questions to original posts and responses. These guided questions should allow scholars to think through a different lens, expand on their response, and/or ask their own questions to seek clarity. This will be a diagnosis of the response and will be shared with the scholar, accounting for two of Tuttle's stages for feedback (Diagnose the Response and Share Feedback based on the Diagnosis). As there is feedback to original posts and discussions, there is also an opportunity for the scholar to use the feedback to learn and grow, which is another feedback stage from Tuttle (Student Uses Feedback to Learn).
- Flipgrid Post. Similar to the Discussion Board Post, a Flipgrid response will be used as feedback, to ask what might be next from this evolution of communication. Scholars should then be able to start to think through and process where communication is heading and the implications for such a change, both personally and professionally. As the Flipgrid is similar to the Discussion Board Post, so are the stages for feedback from Tuttle. The Flipgrid will allow for "Diagnose the Response," "Share Feedback based on the Diagnosis," and "Student Uses Feedback to Learn."
- Graphic Organizer. Feedback would be offered by discussing the cause and effects as a group, to look for similarities between the cases. Scholars should then be able to see trends in social media issues and/or items and the ramifications of such uses. This will be a combination of all of Tuttle's stages for feedback, culminating with "Report Growth and Celebrate" through the group discussions of the assignment.
- Scholars will create their "Real Life Social Network" after reviewing the presentation by Paul Adams. This presentation should be a PowerPoint, and end with slides to reflect on the various groups and if they would exist without social media, social media's impact on each group, and differences in communication with each group. The assessment is worth 100 points.
| Summative Assessment Grading Rubric.pdf |
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| The Real Life Social Network - Sample Presentation.pdf |
Portfolio Reflection
While I am teaching a course in our Summer School program, the assignments and assessments I have in the course are discussions and papers. While these are assessments, this module has opened my eyes to the number of different ways to engage scholars, check for understanding, provide feedback, recheck for understanding. There are a number of ways to get to mastery, as opposed to an assignment and moving on. Feedback, of course, is key. What I liked about my 6.2 formative assessments was the feedback that I wanted to give, which were guided questions to help scholars dig deeper, see through another angle, step back and see the larger picture, etc. I would hope that such feedback would enhance the learning and start the process of scholars doing this on their own as they do their own work.
What I also like from this module is the sheer number of tools that are available. We do not need to write a paper, rather, create a video. Rather than a discussion post, create a Flipgrid response. There sheer number of ways to engage in learning, assessment, and feedback is in itself overwhelming. I appreciated the Google Slide for 6.1 as we all offered different tools and ideas on how to use those tools.
So what about competencies? In general, as I continue to share this summer, my eyes open wider and wider to the resources and opportunities teachers and others have to facilitate online learning. I continue to have a deeper and deeper appreciation for the work my own teachers are putting into our virtual classrooms. They are being innovative to help our scholars learn in a virtual environment, which will allow them (scholars) to have a leg up when they enter college and/or the workforce. Telecommuting, working from home, and the like are here now. And our scholars will be prepared, not only because of the model we have, but because of the teachers who seek out these tools to enhance the learning experience.
What I also like from this module is the sheer number of tools that are available. We do not need to write a paper, rather, create a video. Rather than a discussion post, create a Flipgrid response. There sheer number of ways to engage in learning, assessment, and feedback is in itself overwhelming. I appreciated the Google Slide for 6.1 as we all offered different tools and ideas on how to use those tools.
So what about competencies? In general, as I continue to share this summer, my eyes open wider and wider to the resources and opportunities teachers and others have to facilitate online learning. I continue to have a deeper and deeper appreciation for the work my own teachers are putting into our virtual classrooms. They are being innovative to help our scholars learn in a virtual environment, which will allow them (scholars) to have a leg up when they enter college and/or the workforce. Telecommuting, working from home, and the like are here now. And our scholars will be prepared, not only because of the model we have, but because of the teachers who seek out these tools to enhance the learning experience.
