{"id":429,"date":"2010-06-23T09:07:29","date_gmt":"2010-06-23T17:07:29","guid":{"rendered":"https:\/\/blogs.ubc.ca\/droletetec565a\/?p=429"},"modified":"2010-06-23T09:17:15","modified_gmt":"2010-06-23T17:17:15","slug":"reflections-assessment-challenges-and-opportunities-2","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/droletetec565a\/2010\/06\/23\/reflections-assessment-challenges-and-opportunities-2\/","title":{"rendered":"Reflections: Assessment challenges and opportunities"},"content":{"rendered":"<h3>Assessment challenges and opportunities<\/h3>\n<p>Planning assessment in a cooperative setting (such as the production of digital films) presents interesting challenges. To implement effective evaluation strategies, one must be:<\/p>\n<ul>\n<li>clear on what tasks will be assessed,\n<ul>\n<li>what procedures will be used,<\/li>\n<li><strong><em>and how the tasks and assessment procedures will correspond. <\/em><\/strong><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Three types of assessment are typically used:<\/p>\n<ol>\n<li>Diagnostic assessment (pre-testing\u2026 often dismissed): refers to student\u2019s actual level of knowledge and skills<\/li>\n<li>Formative assessment: monitors students\u2019 progress toward learning goals<\/li>\n<li>Summative assessment: provides data to judge the final level of students\u2019 learning<\/li>\n<\/ol>\n<p>Evaluation tactics in situated learning, including constructivism, are characterized by assessment being an intrinsic part of the learning process.<\/p>\n<p>When assessment is well designed, it provides a potent motivation for students and fosters study habits correlated with the educational goals of the course.<\/p>\n<p><strong>Spanish<\/strong>:<\/p>\n<ul>\n<li>In my Spanish classes, students constantly refer to personal experiences when talking and writing about various themes. They are also invited to create oral presentations for which they select the topics.<\/li>\n<\/ul>\n<p><strong>Film<\/strong>:<\/p>\n<ul>\n<li>In the film classes, I use self, peer, group and public assessments to verify the knowledge acquisition &amp; learning process.<\/li>\n<\/ul>\n<p><strong>UBC Moodle: Assessment &amp; technology<\/strong><\/p>\n<ul>\n<li>In my Moodle tool assessment project, I created a quiz which combined formative and summative assessment questions.\n<ul>\n<li>As a rule, I only use multiple choice exercises to <span style=\"text-decoration: underline;\">practice<\/span> linguistic skills. Assessments are usually in the form of more substantial written and oral tasks.<\/li>\n<li>For learning Spanish, if the whole course is done online, the need for chats and forums is much greater than if the course is a combination of face to face and online strategies.<\/li>\n<li>For digital film making, since the medium must be distributed somehow in order to be viewed, an online e-portfolio with the various components of the film production process is a sound idea. However, due to student confidentiality, I would not put the assessment results online.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Assessment challenges and opportunities Planning assessment in a cooperative setting (such as the production of digital films) presents interesting challenges. To implement effective evaluation strategies, one must be: clear on what tasks will be assessed, what procedures will be used, and how the tasks and assessment procedures will correspond. Three types of assessment are typically [&hellip;]<\/p>\n","protected":false},"author":909,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[8367],"tags":[3242,663,1831],"class_list":["post-429","post","type-post","status-publish","format-standard","hentry","category-discussion-3c-assessment-challenges-and-opportunities","tag-assessment","tag-film","tag-spanish"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/droletetec565a\/wp-json\/wp\/v2\/posts\/429","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/droletetec565a\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/droletetec565a\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/droletetec565a\/wp-json\/wp\/v2\/users\/909"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/droletetec565a\/wp-json\/wp\/v2\/comments?post=429"}],"version-history":[{"count":6,"href":"https:\/\/blogs.ubc.ca\/droletetec565a\/wp-json\/wp\/v2\/posts\/429\/revisions"}],"predecessor-version":[{"id":431,"href":"https:\/\/blogs.ubc.ca\/droletetec565a\/wp-json\/wp\/v2\/posts\/429\/revisions\/431"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/droletetec565a\/wp-json\/wp\/v2\/media?parent=429"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/droletetec565a\/wp-json\/wp\/v2\/categories?post=429"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/droletetec565a\/wp-json\/wp\/v2\/tags?post=429"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}