For this assignment I chose to assessment my students both formatively and summatively. Research has shown that providing feedback throughout the learning process, in particular when the feedback comes shortly after the performed assessment task allows students to better develop mental constructs (Shepard, 2000). The formative assessment I chose for my own class was a Know Wonder Learn Chart, as this form of assessment allow students to draw on preexisting knowledge, develop metacognition skills, and construct knowledge through giving one another feedback. Peer feedback enables students to become active participants in the learning process and helps to create a sense of community online. The cultivation of online communities help to create a sense of trust between members, and this then leads to more meaningful participation within that community (Wilson, 1997).
Summative assessments through Blackboard will be conducted two fold. The first method of assessment would be through the use of the online test function. According to Prensky (2001), machine conducted evaluations, such as online multiple-choice test questions can be effective, and efficient ways of assessing student knowledge, as selected response assessments (such as multiple choice, or matching) can assess isolated elements of knowledge. In addition to multiple choice and matching questions, the test will also include some short answer questions, as well as an essay question. According to Chappius (2012), written response questions are more proficient at evaluating not just what students know, but also how students know the content and therefore allow teachers to gain a deeper understanding of the levels of student knowledge and conceptual understanding.
The second method I chose to employ for summative assessment was the use of a ePortfolios. ePortfolios allow students to create, reflect and demonstrate their understanding of the course material through interactive means. As Gibbs (2005) highlights, “the most reliable, rigorous and cheat-proof systems are often accompanied by dull and lifeless learning”, and so it avoid this, ePortfolios in which students can blog or vlog their learning will allow for engagement and authentic demonstrations of their knowledge acquisition.
References:
Chappius, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning: Doing it right — doing it well. (2nd ed.). Boston: Pearson. 94-96.
Gibbs, G. & Simpson, C. (2005). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1, 3-15.
Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
Wilson, B. (1997). Thoughts on theory in educational technology. Educational Technology, 37(1), 22-26.