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Assessment in Distance Education. Determining & Measuring Learning Gains - Grading. Equivalency Theory of Distance Education.
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Assessment in Distance Education Determining & Measuring Learning Gains - Grading
Equivalency Theory of Distance Education "The more equivalent the learning experiences of the distant learner are to the learning experiences of the traditional learner, the more equivalent are the learning outcomes."
Learning Experiences Anything that happens to or with a student that promotes learning, including what is observed, felt, heard, or done.
3 x 5 x 5 Approach 3 Units/3Credit Course 5 Modules/Unit 5 Concepts/Module & 1 Objective/Concept
Chunking of Information Pre-Chunking Post- Chunking
Assessment Strategy • Outcomes Based • Student Constructed • Standards Driven
Grading Schemes • Instructor Determined • Student Determined • Modified I/S Determined
Rubrics A rubric is a scoring device or tool that publicly acknowledges what is judged and establishes criteria or benchmarks for acceptable performance, and/or levels of performance that can be equated to grades.
Assessment Methods • Objective Tests • Short Answer Tests • Extended Answer Tests – Essays • Practical Tests • Situational Assessment/Skill Assessment • Assignments and Projects/Presentation & Oral Assessment • Portfolios
Recommended Distance Education Assessment Plan • Outcomes Based: With Student and Student Constructed • Modified I/S Scheme: Student Weighting of Assignments or Multiple Assignments • Objective Tests – Knowledge/Comprehension-level Objectives • Projects and Portfolios with Rubrics – Analysis/Application Level Objectives
Norm Referenced Assessment Criterion Referenced Assessment
Presentation and Oral Assessment
Combined Instructor/Student Determined Grading Schemes Option #1 – Contract Grading – Multiple Projects – More Projects = Higher Grade Option #2 – Project Weighting – Instructor Determines Projects & Student Assigns Weights to Projects Within Parameters Option #3 – Combinations