Pass or Fail? Effective Assessment Can Make the Difference.

EDUC300 Module 6 Synthesis by Ilicia Kelly



      We are always assessing things in life. Did my hairdresser cut my hair too short? Was my chicken overcooked? In a classroom setting, as students, we are always wondering, am I getting this concept? Did my paper seem smart and cohesive? Did the teacher like it? As a teacher, we need to wonder, did the students understand the material? Are they learning it? Is the learning authentic? In order to answer those questions, we can use assessments. I stated the following in my initial post in the discussion forum:

      Assessment allows educators and students to give feedback while learning is occurring (formative) or afterwards (summative) in the form of tests, papers, etc. We explored the concepts of assessments so we can better understand the point of giving each other assessments at the end of our responses. "The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning... The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark" (CMU). Formative assessment can be used as a guide by the instructor as a form of communication to lead the student in the right direction. It has little to no point value in the assessment. Summative assessment has a high value in grade to the student and evaluates the student and the quality of the assignment. (From Module 5)

There are different ways to do assessments, and each way will give different forms of feedback. The trick is to find ones that help give higher order thinking and extrapolate deep learning.

• Performance assessments: students develop a product such as a blog or wiki
• Authentic assessments: students complete work under the same conditions that they would in the real world
• Portfolio assessments: students demonstrate progress over time by showcasing artifacts and reflecting on their learning
• Computer generated and scored tests and quizzes: allow for banks of questions, randomization and, in some cases, instant feedback (Student Learning Outcomes)

        According to the reading, Student Learning Outcomes "Such performance-based assessment techniques require students to directly reveal the abilities and skills and knowledge that professors desire to develop in their students." Assessment allows students to show how much information they absorbed and prove their understanding of the material. Assessments are critical in the learning process. Assessments can be individually authentic for each student by getting to know them through the semester. Creating a detailed description about information to be covered in the sections, detailed assignments and rubrics so the students know what's expected, and to give good feedback, you can be authentic for all feedback. "Timely and frequent feedback is especially important in an  online environment where the chance for students to become confused or feel alienated is greater than in a traditional course. Ask students early in the term how the course is going and for suggestions for improvement" (Student Learning Outcomes). (Initial Post)

            Regina Azimova makes a good point when she discusses the importance of assessment.  As I stated in my initial post, "successful assessment techniques embody creativity, adaptability, reliability, and validity. Through the use of multiple methods, triangulation, and the measurement of knowledge and performance over time, effective assessment techniques can begin to capture and reflect the complex nature of learning" (Good Practices for Assessment).

            I loved the quote Christina Boxler posted from the video by Ken Robinson: Bring on the learning revolution: “…if you're doing something you love, an hour feels like five minutes. If you're doing something that doesn't resonate with your spirit, five minutes feels like an hour. And the reason so many people are opting out of education is because it doesn't feed their spirit, it doesn't feed their energy or their passion.” I completely agree because it's the same concept for me. I also believe another reason people are opting out of education is because the cost is so high and when you graduate, you can drown in your own debt while unable to get a job. A college degree no longer guarantees a job after graduation. In an article in the Denver Post, "about 48 percent of all working college alumni - not just recent graduates - were underemployed in 2010 as the United States began a slow recovery from the Great Recession, including 5 million graduates in jobs that require less than a high school diploma, according to a study from the Center for College Affordability and Productivity".

            If we are to produce respectable students and release them into the workforce, we must make sure that they are prepared. According to an article from Concordia University, " the goal of authentic assessment is to enhance the learning process and help students gain knowledge while completing tasks that are beneficial to their “real-world” experiences" (Education.CU-Portland.edu). As educators, it's our job to get to know students so we can help create lesson plans that will apply to their lives to make the learning more authentic. It is our duty to make a rich learning environment so they can learn, synthesize the material, and make it part of their thought process. How can we make sure of that? Using effective assessments that will ensure the students are learning the material. A combination of formative and summative assessments will guarantee the students are learning what they need to know. This will ensure authentic learning takes place and helps these students survive in the vicious shark pit of life.

 

 

 

 

 

 

 

 

Future of Online Teaching with new Web 2.0 Tools

EDUC300 Module 4 Synthesis

by Ilicia Kelly

 

            This module has been an enormous undertaking. This module was split by a spring break that gave such sweet respite from the burden of this course load, but made returning to the mundane tasks of life harder than before! Among the class readings regarding the future of online teaching, we had TOOC assignments exploring Diigo, Evernote, and other web 2.0 tools to assist us in our future careers of teaching.

            What comes to mind when we think of online students? In the past, I had a different idea of online students than I do today. I used to picture some old weirdo who had social anxiety, sitting at his computer late at night, typing up some papers to email to a professor. As far as I knew, the education wasn't as good a quality as 'real' college and I never pictured myself being an online student. Well, here I am; an online student. Online learning is becoming so common these days that even traditional classroom settings are incorporating an online segment in the curriculum to acclimate today's students to the world of online learning. According to US News, more than 6.7 million students—32 percent of total higher ed enrollment—took at least one online course through a university during fall 2011." An article from Franklin University did a study and found the following are characteristics of an average student in online classes:

 

1. Female (70%)
2. 33 years old Working and earning a salary of $65,000 a year
3. Studying business (34%)
4. Attends part-time Seeking a bachelor’s or master’s degree (75%)
5. Lives within 100 miles of the physical campus (80%)
6. More likely to attend a nonprofit institution (65%)
7. Value the school’s reputation (75%)
8. Motivated by career advancement (46%)
9. Prefers online studies because they’re busy & need flexibility (68%)
10. Appreciate the ability to study anywhere, anytime (31%)

 

            What do online students need to persist and have deep learning? Now we know that the average online student is an adult, we need to explore the concept of andragogy, "the art and science of helping adults learn" (Pedagogy vs Androgogy). From that reading in this module, we know that adult learners differ from a child learner because their motives are different, their experience in life can be applied to learning, they are very motivated learners, and they are more problem centered in their learning. Using the model of andragogy, the teacher can "prepare a set of procedures for involving the learners in a process that includes a) establishing a climate conducive to learning (b) creating a mechanism for mutual planning, (c) diagnosing the needs of learning, (d) formulating program objectives that will satisfy these needs, (e) designing a pattern of learning experiences, (f) conducting these learning experiences with suitable techniques and materials, and (g) evaluating the learning outcomes and re-diagnosing learning needs" (Pedagogy vs Androgogy). As future educators, once we understand the difference between children and adults and their methods of learning and the motivation of adults, we can formulate a lesson plan. The learning process of adults is more of a ''self-actualization" rather than the simple memorization of information. Adults are in these classes to gain knowledge that they intend to use in their daily lives, not a child in a geometry class who is frustrated with the concept that they may never EVER use the formula for finding the area of a triangle in real life. With the knowledge that adult learners have a rich base of experience to draw from during their education, the learning theory that would apply most effectively would be the theory of constructivism. "Constructivism essentially maintains that people learn by constructing their own knowledge on the basis of their experiences. Constructivist learning theories recognize that everyone's framework of prior knowledge is unique, thus they have their own needs, goals, and contexts (Taxonomy of Learning Theories). "Current perspectives on educational reform are based on the premise that the knowledge students need is growing and evolving so rapidly that it is no longer practical for them to memorize a fixed set of facts and skills. Instead, students must acquire flexible knowledge that they can adapt and use as tools for solving a wide range of problems" (O'Donnell, Hmelo-Silver & Erkens, 2006).  Heutogogy is the concept of "truly self-determined learning" which applies to present day online students (From Andragogy to Heutogogy). When I am an instructor, I will use Rogers student-centered approach on five key hypothesis:

1. We cannot teach another person directly: we can only facilitate learning.
2. People learn significantly only those things they perceive as being involved in the maintenance or enhancement of the structure of self.
3. Experience which is assimilated would involve a change in the organization of self tends to be resisted through denial or distortion of symbolization, and the structure and organization of self appear to become more rigid under threat.
4. Experience which is perceived as inconsistent with the self can only be assimilated if the current organization of self is relaxed and expanded to include it.
5. The educational system which is mostly effective promotes significant learning is one which threat to self, as learner, is reduced to a minimum.

           

            Christina Boxler had a view of using technology as a tool, not a substitution for a teacher. I found an interesting article that gave some helpful ideas how to create an environment that will counteract the high attrition rate of online learners, isolation, and dissatisfaction at teaching methods, and incorporate technology in a way that supports learning. Online learning has become so prevalent that we need to understand the different needs of online students and how traditional teaching methodology does not apply. Creating a classroom with goal orientation, adaptability, accessibility, alignment, experiential value, collaboration, constructivism, learning orientation, multiplicity, and granularity, we can create dimensions of an online class that address the gaps created by online classrooms. "The function of supporting social networking as a viable option for distance learning is something that they do provide.  Each of these dimensions can be incorporated into various social networking mediums to support learning activities.  As a result, not only is the environment for learning structured and managed, but learners may find a reduction in the feeling of isolation or a stronger sense of community.  McLoughlin (2002) noted that learners need more control over their learning environment. Designing scaffolds for learning involves conceptualizing new roles for learners and teachers in fostering task engagement, social interaction and peer feedback” (Enhancing Social Presence in Online Learning).  

            Ashley had a great visual aid in her post. It's effective in showing an illustration of the components that envelop all aspects of learning, such as resources, interactions between the teacher and student, learning objectives, etc. The most crucial part of the illustration, where all the circles intertwine, is through the learning objectives. To begin a lesson, learning objectives must be established. From there, as educators, we can apply our teaching methods to bring the classroom to the same finish line and encourage higher order thinking along the way. With online learning, we need to be more creative in our methods of bringing students from point A to Z. There are many obstacles to online learning. I found an interesting article that gave some helpful ideas how to create an environment that will counteract the high attrition rate of online learners, isolation, and dissatisfaction at teaching methods, and incorporate technology in a way that supports learning. Online learning has become so prevalent that we need to understand the different needs of online students and how traditional teaching methodology does not apply. Creating a classroom with goal orientation, adaptability, accessibility, alignment, experiential value, collaboration, constructivism, learning orientation, multiplicity, and granularity, we can create dimensions of an online class that address the gaps created by online classrooms. Learners may find a reduction in the feeling of isolation or a stronger sense of community.  McLoughlin (2002) noted that learners need more control over their learning environment. Designing scaffolds for learning involves conceptualizing new roles for learners and teachers in fostering task engagement, social interaction and peer feedback” (Enhancing Social Presence in Online Learning).  

            A concept we explored this module is called anchored collaborative inquiry. Anchored collaborative inquiry (ACI) is a model of professional development that "combines an in-service workshop followed by the simultaneous implementation of a specific standards-based reform in the classrooms of all the participating teachers. The implementation is supported by an ongoing online discussion facilitated by the workshop faculty" (O'Donnell, Hmelo-Silver & Erkens, 2006). How do I plan to incorporate anchored collaborative learning in my online course? I plan to use the resource of my fellow teachers that I work with, the past syllabus from the previous instructor, and the online resources and teachers that were my own teachers in my college courses. Using the collaboration of all my peers and former teachers, I can create an interaction that will help me as an instructor and improve my teaching methods.

We also learned about Diigo. "While many social bookmarking sites offer some collaboration opportunities, I have found that Diigo (Digest of Internet Information, Groups and Other stuff) combines a user-friendly social platform with bookmarking features, making it an effective research, integration, and collaboration tool for use in the classroom. In this article, I compare the benefits of traditional and social bookmarking websites. Then, using Diigo as a focus, I explore the possible uses and benefits of social bookmarking for research and collaboration in the classroom". We joined a group with my EDUC300 course and are exploring the applications and attempting to collaborate with each other. "Diigo gives you a place to store and organize bookmarks for anything you’re interested in online — think Pinterest with more words and fewer pictures. But this just scratches the surface of what Diigo can do. For one thing, when you bookmark an item, you can also highlight it and add sticky notes to keep track of specific sections that interest you. And you can collaborate with others in groups, where you share the resources you’ve found on a particular topic, discuss them in attached comments, even start forum discussions" (Once You Go Diigo, You Never Go Back).

            I urge you all to check out these new web tools and try and apply them to your life. It can only make your life easier. These tools can apply to your career in education by allowing the technology to create more interaction between your students. Diigo can help with researching and cataloging information on the web and Evernote can help you organize those little notes and form thorough papers that are comprehensive and extensive.

 

Self Assessment 100 pts- proved thorough comprehension of topics discussed this module and accomplished all criteria.