Learning interactions and assessment go hand in hand. Bates (2014) highlights how intertwined teaching and assessment have become in the digital era, noting that they have “become even more closely integrated and contiguous” (p.469) than before. Thus, it is vital to think about assessment during the planning stages, the execution, and the culmination of a course. Every learning interaction that is chosen needs to have a relevant associated assessment.
During the planning of our introductory module we established our learning goals for the course and determined accompanying success criteria. These learning objectives (goals + criteria) contribute to a learning- and knowledge-centred environment. However, we did not create our instructional activities. We decided on a list of possible activities and decided to elaborate these further in our content module. Truthfully it was, and often is, a very circular process trying to determine which activities and assessments will best fit a set of learning objectives. By committing to a series of instructional activities, we will create an assessment-centred learning environment. The types and styles of assessments (possibly video-based presentations and discussion board questions) we intend to choose will hopefully contribute to a community-centred learning environment.
Some of the tools we hope to include highlight this heightened relationship between learning interactions and assessment. Google Drive allows written assignments to be submitted electronically, but this might be after a number of conversations and interactions have taken place online to improve a piece of work. Online quizzes may be set up to check for understanding and can be designed to provide additional explanations in the event of a wrong choice. Even in the event of a correct choice, students can read a short sentence that reiterates why that choice might be the correct answer. Online video presentations will allow a student to use assessment as learning, by sharing their work with other group members and by hearing their individualized feedback. Finally, discussion board posts will also foster learning opportunities and assessment opportunities, each set in dialogue with the other.
Outside of the online environment, physical bricks and mortar schools can use sites like PearDeck, a presentation software now connected to Google. This application allows for classroom presentations that include significant opportunities for formative feedback. Other sites similar to PearDeck include Kahoot(as mentioned in the Connect forums), and Socrative. These are all programs that facilitate interaction in learning while providing formative assessment to both teachers and students.
Another aspect of a course that is difficult to describe prior to launching the course is the type and quantity of feedback a student can expect to receive. Gibbs and Simspon (2005) identify ten conditions under which assessment supports students’ learning; seven of these conditions relate to the provision, scope, and uptake of feedback. Feedback is an integral aspect of all of Anderson’s effective learning attributes. Feedback promotes every aspect of a learner-, knowledge-, assessment-, and community-centred learning environment. Wiggins (2012) notes that “whether feedback is just there to be grasped or is provided by another person, helpful feedback is goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent” (p.13). Feedback was highly prioritized at my last school. Teachers were provided with professional development to read and discuss relevant articles on the topic of feedback and to take time to practice with one another. Of further note, we spent time learning about the Growth Mindset, work by Carol Dweck, in an attempt to provide feedback that related to the process and the mind-set of students, rather than on the finished product or on characteristics of students.
Feedback is trickier to provide online than in a face-to-face setting. Tools need to be chosen to facilitate the provision of formative feedback in a manner that can be received and acted upon. The web has a series of tools that allow instructors to mark-up student work with written commentary. Further, comments can be provided in audio, or even video, format. To ensure students are being met at their level of readiness they can be asked to complete a Google Form to indicate their prior knowledge, skills, and attitudes on a particular subject.
Although it appears to be a rash, mish-mashed list of potentially useful applications, the most important consideration is whether a particular tool is appropriate for a particular activity. Ideally, an instructors choice of learning interactions, and assessment tools, will help students to ‘uncover the curriculum’ easily and in a straight-forward manner.
References
Bates, T. (2014). Appendix 8. Assessment of Learning Teaching in a Digital age. (online book)
Gibbs, G. & Simpson, C. (2005). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1(1), 3-31. (PDF)
Wiggins, G. (2012). 7 keys to effective feedback. Alexandria: Association for Supervision and Curriculum Development.