EdPuzzle is a tool designed specifically for working with videos. It allows both teachers and students to add voice-overs, resources, comments, and quizzes to videos. Google Forms is a simple widely used tool for building surveys and graded quizzes.
You can create multiple-choice or short answer questions for students to complete, specify correct answers and points, and provide feedback for correct and incorrect responses. Quizalize is very similar to Kahoot. It lets you choose from over 12, official released tests to teacher-created resources or allows you to build your own. Nearpod is a web-based tool for making interactive classes with engaging activities like virtual reality, simulations, and gamified quizzes.
It allows you to remain abreast of how far along your students are with formative assessments, including polls, open-ended questions, draw its, and more.
You can get student insights in real time and in post-session reports. You can share reading passages with your class and receive recordings of the assigned passages. The tool comes with a library of over ready-made reading fluency passages. Online assessments are a critical part of eLearning and should be undertaken with the same level of care and rigor that you put into creating your learning content. There are many online assessment tools that allow you to generate engaging tasks for online evaluation.
Choose your way to assess student learning and related software to align your needs and the results you want to achieve. Create online courses and assessments in record time. She enjoys combining in-depth research with expert knowledge of the industry. Stay tuned to get our latest eLearning tips and tricks! All emails include an unsubscribe link, so that you can opt-out at any time. Products iSpring Suite. About Us. Language English. EN English.
Log in. Learning management system. Course selling platform. Search for:. What Is Assessment? What is the purpose of assessment? There are two basic types: Formative assessments occur within an online course or lesson and are used to determine how well a student is learning the material.
Once the assessment is complete, instructors and students can develop learning plans for the remainder of the course so as to ensure improvements, and the assignment may be changed for future courses, as necessary. Essays According to Euan S. Things to Keep in Mind about Essays Essays are a common form of writing assignment in courses and can be either a summative or formative form of assessment depending on how the instructor utilizes them.
Essays encompass a wide array of narrative forms and lengths, from short descriptive essays to long analytical or creative ones. A common challenge of the essay is that students can use them simply to regurgitate rather than analyze and synthesize information to make arguments.
This may open the possibility for essay assignments that go beyond the common summary or descriptive essay on a given topic, but demand, for example, narrative or persuasive essays or more creative projects. Instructors commonly assume that students know how to write essays and can encounter disappointment or frustration when they discover that this is sometimes not the case.
For this reason, it is important for instructors to make their expectations clear and be prepared to assist, or provide students to resources that will enhance their writing skills. Exams and time-constrained, individual assessment Examinations have traditionally been a gold standard of assessment, particularly in post-secondary education.
While they can involve questioning that demands students to engage in higher order demonstrations of comprehension, problem solving, analysis, synthesis, critique, and even creativity, such exams often require more time to prepare and validate. For more on how to write good multiple choice questions, see this guide. Further, when exams are offered infrequently, or when they have high stakes by virtue of their heavy weighting in course grade schemes or in student goals, they may accompany violations of academic integrity.
In the process of designing an exam, instructors should consider the following questions. What are the learning objectives that the exam seeks to evaluate? Have students been adequately prepared to meet exam expectations? What are the skills and abilities that students need to do well on the exam?
How will this exam be utilized to enhance the student learning process? Self-Assessment The goal of implementing self-assessment in a course is to enable students to develop their own judgment and the capacities for critical meta-cognition — to learn how to learn.
Self-assessment can involve self-grading, but instructors of record retain the final authority to determine and assign grades.
To accurately and thoroughly self-assess, students require clear learning goals for the assignment in question, as well as rubrics that clarify different performance criteria and levels of achievement for each. These rubrics may be instructor-designed, or they may be fashioned through a collaborative dialogue with students.
Rubrics need not include any grade assignation, but merely descriptive academic standards for different criteria. Students may initially resist instructor attempts to involve themselves in the assessment process. This is usually due to insecurities or lack of confidence in their ability to objectively evaluate their own work, or possibly because of habituation to more passive roles in the learning process.
Brown and Knight note, however, that when students are asked to evaluate their work, frequently student-determined outcomes are very similar to those of instructors, particularly when the criteria and expectations have been made explicit in advance Methods of self-assessment vary widely and can be as unique as the instructor or the course.
Peer Assessment Peer assessment is a type of collaborative learning technique where students evaluate the work of their peers and, in return, have their own work evaluated as well.
Things to Keep in Mind about Peer Assessment Similar to self-assessment, students benefit from clear and specific learning goals and rubrics.
Again, these may be instructor-defined or determined through collaborative dialogue. Also similar to self-assessment, it is important to not conflate peer assessment and peer grading, since grading authority is retained by the instructor of record.
While student peer assessments are most often fair and accurate, they sometimes can be subject to bias. Conversely, in more cooperative teaching environments or in cases when they are friends with their peers, students may provide overly favorable evaluations.
Also, other biases associated with identity e. Therefore, it is important for instructors to encourage fairness, to establish processes based on clear evidence and identifiable criteria, and to provide instructor assessments as accompaniments or correctives to peer evaluations. Students may not have the disciplinary expertise or assessment experience of the instructor, and therefore can issue unsophisticated judgments of their peers.
Therefore, to avoid unfairness, inaccuracy, and limited comments, formative peer assessments may need to be supplemented with instructor feedback. Generative and Reflective Assessment Whatever plan and method you use, assessment often begins with an intentional clarification of the values that drive it. Teaching Guides Related to Student Assessment Below is a list of other CFT teaching guides that supplement this one and may be of assistance as you consider all of the factors that shape your assessment plan.
Print Brown, Sally, and Peter Knight. Alexandria, VA: Assn. Hours: a. Monday - Friday. Loading Comments Email Required Name Required Website. Print Version. Brown and Knight, It is important to recognize that both summative and formative assessment indicate the purpose of assessment, not the method.
Methods in Student Assessment Below are a few common methods of assessment identified by Brown and Knight that can be implemented in the classroom.
Self-Assessment The goal of implementing self-assessment in a course is to enable students to develop their own judgement. This is usually due to insecurities or lack of confidence in their ability to objectively evaluate their own work. Brown and Knight note, however, that when students are asked to evaluate their work, frequently student-determined outcomes are very similar to those of instructors, particularly when the criteria and expectations have been made explicit in advance.
Methods of self-assessment vary widely and can be as eclectic as the instructor. Common forms of self-assessment include the portfolio, reflection logs, instructor-student interviews, learner diaries and dialog journals, and the like.
Peer Assessment Peer assessment is a type of collaborative learning technique where students evaluate the work of their peers and have their own evaluated by peers. Conversely, students can also provide overly favorable evaluations of their friends. Students can occasionally apply unsophisticated judgements to their peers. For example, students who are boisterous and loquacious may receive higher grades than those who are quieter, reserved, and shy. Instructors should implement systems of evaluation in order to ensure valid peer assessment is based on evidence and identifiable criteria.
Essays According to Euan S. Things to Keep in Mind about Essays A common challenge of the essay is that students can use them simply to regurgitate rather than analyze and synthesize information to make arguments. Instructors commonly assume that students know how to write essays and can encounter disappointment or frustration when they discover that this is not the case for some students.
For this reason, it is important for instructors to make their expectations clear and be prepared to assist or expose students to resources that will enhance their writing skills.
Exams and time-constrained, individual assessment Examinations have traditionally been viewed as a gold standard of assessment in education, particularly in university settings. On the other hand, they can also facilitate student demonstration of deep learning if essay questions or topics are appropriately selected.
Different formats include in-class tests, open-book, take-home exams and the like. In the process of designing an exam, instructors should consider the following questions. What are the learning objectives that the exam seeks to evaluate? Have students been adequately prepared to meet exam expectations? What are the skills and abilities that students need to do well? How will this exam be utilized to enhance the student learning process? Assessment is More than Grading Instructors often conflate assessment with grading.
CITL provides a resource on test construction you can find more information about test construction in Teaching handbook ; BEST also offers assistance with testing.
Our Writing Program consults on the use of writing in classes, including the design of effective assignments and the training of AIs or graders to ensure that they grade writing assignments fairly and effectively. CITL consultants can provide guidance and suggestions on a wide variety of alternatives to traditional exams and papers. CITL consultants can also help you devise strategies, such as the use of a rubric , to facilitate the grading of these assessments.
Students working as a team to complete a project can accomplish many positive learning outcomes: they set goals, identify roles and tasks, provide constructive feedback, assess their own understanding, and learn deeply by teaching others. Assessing group work can be difficult, however, and requires careful planning.
CITL consultants can work with instructors to make the process of grading group work or group projects fairer and more effective.
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