Student+Learning+Assessment

Create a page that addresses the topic of assessment in Web-based classes. Again, remember that the audience for this topic is anyone wanting information on how to improve or manage their Web-based class. You work will be evaluated using the Wiki Rubric found in Doc Sharing.

__**//Web-based Assessment //**__ Traditional vs. Authentic According to Jon Mueller's website Authentic Assessment Toolbox, traditional assessment is "force-choice measures of multiple-choice tests, fill-in-the blank, true-false, matching and the like" (http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm). Authentic assessment is "a form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills"(http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm). Mueller contrasts traditional and authentic assessment in this way: Traditional assessment is "selecting a response, contrived, recall/recognition, teacher-structured, and indirect evidence". Whereas, authentic assessment is "performing a task, real-life, construction/application, student-structured and direct evidence" (http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm).

Meyers and Nulty define 5 curriculum design principles to consider when developing a course to maximize student outcomes. "Tasks and experiences:


 * 1) are authentic, real-world and relevant;
 * 2) are constructive, sequential and interlinked;
 * 3) require students to use and engage with progressively higher order cognitive processes;
 * 4) are all aligned with each other and the desired learning outcomes; and
 * 5) provide challenge, interest and motivation to learn." (2009, p. 567).

 Summative vs. Formative

"Summative assessments are formal assessments conducted at the end of lessons, projects, and/or course to evaluate the learning environment. Summative assessments are graded and are reflected in the final course grades. Examples of summative assessments include papers, quizzes, tests and synthesis projects" (Sewell, Frith, & Colvin, 2010, p. 302). Summative assessments are considered high stakes since they are graded and affect the overall success in the course. Formative assessments are considered low stakes, and may or may not be graded. "Formative assessments entail sampling student learning and providing feedback to guide the learning process. Formative assessments can be anonymous surveys or they can be individual or group learning activities. In all instances, feedback rather than grading is the ultimate goal" (Sewell, Frith & Colvin, 2010, p. 300).  Formative and Authentic Assessment Studies have shown that formative and authentic assessments work well together to provide a good evaluation of the learning process. "The goal of [authentic] assessment is the acquisition of higher-order thinking processes and competencies instead of factual knowledge and basic skills. The function of the assessment changes from being summative to also serving a formative goal of promoting and enhancing student learning. This view requires alternative assessments because standardize, multiple choice tests are not suitable for this. . . students have a responsibility for their own learning; they reflect, collaborate, and conduct a continuous dialog with the teacher" (Guilkers, Bastiaens, & Kirschner, 2004, pp. 67-68).

A little bit of each <span style="color: #009aff; font-family: Georgia,serif; font-size: 120%;">In my opinion, an effective online class would encompass a little bit of each type of assessment over the course of the class. Each type of assessment has its pros and cons. Relying too heavily on just one type of assessment would lead to boredom and a lack-luster learning environment. Providing both traditional and authentic, formative and summative assessments give the students a variety of ways to prove they understand the content. <span style="color: #009aff; font-family: Georgia,serif; font-size: 120%;">References: <span style="color: #009aff; font-family: Georgia,serif; font-size: 120%;">Guilkers, J.T.M., Bastiaens, T. J., & Kirschner, P. A. (2004). A five dimensional framework for authentic assessment. //Educational Technology Research & Development, 52//(3), 67-86. <span style="color: #009aff; font-family: Georgia,serif; font-size: 120%;">Meyers, N.M., & Nulty, D. D. (2009). How to use (five) curriculum design principles to align authentic learning environments, assessment, students' approaches to thinking and learning outcomes. //Assessment & Evaluation in Higher Education, 34//(5), 565-577. <span style="color: #009aff; font-family: Georgia,serif; font-size: 120%;">Mueller, J. (2011). Authentic assessment toolbox Retrieved from:http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm <span style="color: #009aff; font-family: Georgia,serif; font-size: 120%;">Sewell, J. P., Frith, K. H., & Colvin, M. M. (2010). Online assessment strategies: A primer. //MERLOT Journal of Online Learning and Teaching, 6//(1), 297-305. <span style="color: #009aff; font-family: Georgia,serif; font-size: 120%;">Additional resources: