Who Should Enroll
Educators and trainers interested in using blended or fully online delivery for courses or training, or adding web-based components to enhance face-to-face instruction. Participants may include:
Technical and community college instructors (adjunct and full-time)
College and university professors (adjunct and full-time)
K-12 teachers (blended classrooms and virtual schools)
Clinical healthcare educators involved in patient education, healthcare education, continuing education or in-service education, community health education, or academic healthcare education
Trainers in corporations, professional associations, nonprofit organizations, government, and military
Curriculum consultants, professional development coordinators, and distance education and continuing education leaders
Great Class begins February 27, 2017
Recently I’ve been trying to locate the evidence that supports quizzing, wondering if it merits the evidence-based label. Tracking down this evidence in our discipline-based research is challenging because although quizzing has been studied across our disciplines, it’s not easily searchable. My collection of studies is good, but I know it’s not complete. As you might suspect, the results are mixed; they are more positive than negative, but still, a significant number of researchers don’t find that quizzes affect learning outcomes.
It’s easy to create time saving quizzes in the online teaching environment. Quizzes may help you check for understanding. Quizzes may provide a ‘guide’ to the reading that keeps students accountable.
However, do quizzes really improve student learning?
This article from Maryellen Weimer, PhD will help you understand the question.
Use this rubric for assessment and self-evaluation.
This rubric was recently updated to include criteria for assessing closed captioning of online video.
EDUC 762 Assessment in E-Learning
January 3 – February 24, 2017 or February 27 – April 21, 2017
Some might think of online assessment as a dry topic. You’ll find this class anything but dry! This is a great course! Take the leap and register now. You won’t be sorry!
This special edition captures some of the recent investigations in e-assessment that move us beyond the traditional selected response formats of multiple-choice tests, short answer, fill-in-the-blanks, true-false, and matching. Higher-level cognitive and affective skills cannot readily be assessed using traditional selected response formats and more authentic e-assessments are being proposed (Kuh, Jankowski, Ikenberry, & Kinzie 2014).
Current research on assessment in online environments.
A collection of rubrics for assessing portfolios, cooperative learning, research process/report, PowerPoint, oral presentation, web page, blog, wiki, and other social media projects.
Fantastic collection of of rubrics you can adapt to your assessment needs.
Have your students ever told you that your tests are too hard? Tricky? Unfair? Many of us have heard these or similar comments. The conundrum is that, in some circumstances, those students may be right. Assessing student learning is a big responsibility. The reason we report scores and assign grades is to communicate information about the extent of student learning.
This detailed yet concise article provides the essence of assessment design. It include a useful ‘test blueprint’.
To learn more about Assessment In E-Learning consider EDUC 762 for hands on practice developing assessments that measure your objectives and save you time.