The creation of an online module has been challenging, but educational for me. I have learned an incredible amount about what it takes to plan and create online assessments.
First, learning new tools from the instructor, my peers and researching has shown me possibilities that I was unaware of until now. I have found new ways to use blogger in my classroom. I have used blogger to organize and share information to my students, but now I wish to get my students more involved. Providing students with blogger will allow for them to share, reflect and learn in new ways.
Second, my work with planning objective, activities and assessments has changed the way I look at curriculum. My students will benefit from my improved understanding of how these pieces fit together. I am writing clearer objectives and planning activities that have more meaningful relationships towards my desired outcomes for students.
Lastly, this final project has given me a new respect for online education. An incredible amount of work and planning goes into just one module. To develop an entire coarse would be an omens task. However, if what I have learned is true; the potential of online assessment makes all the hard work worth while.
The final project can be viewed here:
http://wisseronlineassessment.weebly.com
Saturday, April 19, 2014
Wednesday, April 9, 2014
WEEK:six
Reflective note related to this week’s discussions, practices or readings. Also add a link to your pre-course survey.
This week was a great week for implementing and reflecting on all of the new tools that we have learned how to use, as well as all the learning and steps taken towards crafting our online assessments.
I was able to learn about pre-course surveys, and there usefulness in retrieving information about the students enrolled in a given class. I feel that the online tools for creating surveys are free and easy to use. Websites like survey monkey can make it easy for teachers to learn how to best accommodate there students, and key information can inform the instruction for the class.
While the pre=survey was a great learning experience that I am excited to implement, I was more excited this week by the articles read. It was interesting to read.... and ..... because they prompted me to reflect on all of the pieces of the online assessment class. The articles explored concepts such as formative assessment, rubrics, feedback strategies and constructivist approaches to teaching and learning. After reading the articles I posted my thoughts on the message board with my peers. The post most representative of my learning this week is as follows:
The relationship between Constructivist Learning, Rubrics & Feedback- Both articles read discussed feedback as an important part of online assessment. The Petersen article focused on feedback as a device for coaching students by giving feedback relative to performance on formative assessments. However the Koohang, Riley and Smith article explored something that captured my attention. As an art and design teacher, I was very interested in reading how constructivist activities, rubrics and feedback work together. I admit that I have implemented a lot of constructivist activities without having analytic rubrics. However, I can see now how helpful rubrics can be in helping students understand the expectations of the teacher. Furthermore, I can appreciate that rubrics help guide the teacher in giving specific feedback. This class and this article have inspired me to create more analytic rubrics for objectives that require more detail and holistic rubrics for e-portfolios that require holistic feedback.
In all, the articles have been very helpful in exploring how the many assessment techniques work together to ensure the most clarity in online assessment and curriculum planning. I cannot wait to put it all together in my final project. Look for it soon in the ARTifacts page.
This week was a great week for implementing and reflecting on all of the new tools that we have learned how to use, as well as all the learning and steps taken towards crafting our online assessments.
I was able to learn about pre-course surveys, and there usefulness in retrieving information about the students enrolled in a given class. I feel that the online tools for creating surveys are free and easy to use. Websites like survey monkey can make it easy for teachers to learn how to best accommodate there students, and key information can inform the instruction for the class.
While the pre=survey was a great learning experience that I am excited to implement, I was more excited this week by the articles read. It was interesting to read.... and ..... because they prompted me to reflect on all of the pieces of the online assessment class. The articles explored concepts such as formative assessment, rubrics, feedback strategies and constructivist approaches to teaching and learning. After reading the articles I posted my thoughts on the message board with my peers. The post most representative of my learning this week is as follows:
The relationship between Constructivist Learning, Rubrics & Feedback- Both articles read discussed feedback as an important part of online assessment. The Petersen article focused on feedback as a device for coaching students by giving feedback relative to performance on formative assessments. However the Koohang, Riley and Smith article explored something that captured my attention. As an art and design teacher, I was very interested in reading how constructivist activities, rubrics and feedback work together. I admit that I have implemented a lot of constructivist activities without having analytic rubrics. However, I can see now how helpful rubrics can be in helping students understand the expectations of the teacher. Furthermore, I can appreciate that rubrics help guide the teacher in giving specific feedback. This class and this article have inspired me to create more analytic rubrics for objectives that require more detail and holistic rubrics for e-portfolios that require holistic feedback.
In all, the articles have been very helpful in exploring how the many assessment techniques work together to ensure the most clarity in online assessment and curriculum planning. I cannot wait to put it all together in my final project. Look for it soon in the ARTifacts page.
Sunday, April 6, 2014
WEEK: five
This week led me to some key realizations:
1. Using blooms taxonomy (verbs) can guide the planning of higher level thinking in activities. In the following video Jerry and friends illustrate some of the verbs related to blooms taxonomy.
2. Developing rubrics can guide teachers planning and inform students of expectations. In the following clip, Grover finds himself at the mercy of unclear objectives. This illustrates the frustration that can occur when students are not sure of what the educator expects.
3. Rubrics can help guide feedback and can be an important formative assessment for online learning. Below are some resources that help to explain formative assessment.
1. Using blooms taxonomy (verbs) can guide the planning of higher level thinking in activities. In the following video Jerry and friends illustrate some of the verbs related to blooms taxonomy.
2. Developing rubrics can guide teachers planning and inform students of expectations. In the following clip, Grover finds himself at the mercy of unclear objectives. This illustrates the frustration that can occur when students are not sure of what the educator expects.
3. Rubrics can help guide feedback and can be an important formative assessment for online learning. Below are some resources that help to explain formative assessment.
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