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Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License Jim Julius, MiraCosta College, & Kevin Kelly, Wiley Learning Institute
Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License Jim Julius, MiraCosta College, & Kevin Kelly, Wiley Learning Institute
Overall agenda
Choose appropriate assessment strategies Choose appropriate assessment tools Managing consequences of online SLO assessment Analyze, report, and act upon online SLO data
Effective SLO Assessment in the Online Environment - Module 1
Module 1 agenda
(Re)imagine assessing your learning outcomes
Consider students level of thinking Consider students use of online environments
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See http://itc.utk.edu/~bobannon/classifications.html#cognitive_domain
Effective SLO Assessment in the Online Environment - Module 1
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See http://ets.tlt.psu.edu/learningdesign/objectives/psychomotor
Effective SLO Assessment in the Online Environment - Module 1
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http://www.uwsp.edu/education/lwilson/curric/affectiv.htm
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Thought prompt
To what extent is it possible for students to achieve higher level outcomes in online/distance environments?
Harder
Roughly the same Easier
Effective SLO Assessment in the Online Environment - Module 1
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Flipped classes
Assessing outcomes might reflect action or performance focus
Online classes
Assessing outcomes might include student interaction with the world
Effective SLO Assessment in the Online Environment - Module 1
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Activity
Consider example outcomes. What types of assessment work via online/distance learning? Rethink assessing your outcomes in an online/ distance context.
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Thought prompt
Which activities are supported in online/ distance learning? Which activities are hindered in online/ distance learning?
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Assessing performance
Different strategies used for class assessments
Written: tests, quizzes, essays, written assignments, case studies
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Thought prompt
Does one assessment provide enough information to show that a student has learned something?
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Activity
Select assessment strategies that work for example outcomes or for your own outcomes
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Module 2 agenda
Select tools for online class activities
Consider best tool for students to achieve outcomes Consider tools for different parts of the assessment process Consider level of support for using the tools
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Labs
Commercial lab kits sent to students homes Kitchen science lab Virtual labs/simulations
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Other?
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synchronous
collaborative
digital
individual
asynchronous
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Discussion
Which technologies have you used for your classes?
To assess performance
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How technology influences student success MERLOT & Pachyderm (CSU tools)
http://www.merlot.org; http://www.pachyderm.org
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Activity
1. Make a teaching-with-technology plan
Objectives Resources Activities Assessments
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ePortfolios enable
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Synthesis
encourage use game & share make exemplars collaboration & UDL elements a priority
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Potential Concerns
Institutions may be out of compliance with regulations re: DE student authentication
Faculty may not be employing online course design practices designed to encourage academic integrity
Institutions may need to update policies to reflect regulations and/or good practice
Faculty workload issues?
Effective SLO Assessment in the Online Environment - Module 1
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Potential Benefits
Students may develop showcase resources beneficial to their next steps
Thinking about improving online SLO assessment may result in improvements to on-ground courses
Other?
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Potential Concerns
Institutions may not be collecting/ aggregating assessment data in useful ways related to outcomes Institutions may not be disaggregating assessment data into DE and non-DE Institutions may not be seriously looking at DE vs. non-DE results and following through with improvement plans
Effective SLO Assessment in the Online Environment - Module 1
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Activity
In your table, look at the data packet provided. Assume you are all part of an academic discipline/department. What does the data tell you? What does it not tell you? What questions does it cause you to ask?
What is required to get buy-in for this kind of review process?
Effective SLO Assessment in the Online Environment - Module 1
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Points to Ponder
Do tools and processes support meaningful collection & analysis of course SLO data by course modality? Is there faculty buy-in for this? Are DE courses defined, tracked, and reported in a consistent manner?
Is it possible/reasonable to make comparisons across departmental, college-wide and statewide DE data? What are the limitations?
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Points to Ponder
Do you have a way of tracking DE program outcomes? (Do you have a way of tracking DE programs?) What will the ultimate outcome be of SLO mania combined with ratcheting up DE standards?
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Session Resources
Universal Design for Learning (UDL) and Online Assessment (Prezi)
Language on DE Authentication (Google doc) WCET Best Practice Strategies for Academic Integrity in Online Ed (PDF) Making Online Assessment More Secure (1-pager) (.doc)