Title: Part%20II:%20Online%20Learning:%20Opportunities%20for%20Assessment%20and%20Evaluation
1Part II Online Learning Opportunities for
Assessment and Evaluation
- Dr. Curtis J. Bonk
- Indiana University and CourseShare.com
- http//php.indiana.edu/cjbonk
- cjbonk_at_indiana.edu
2Online StudentAssessment
3Assessment Takes Center Stage in Online
Learning(Dan Carnevale, April 13, 2001,
Chronicle of Higher Education)
- One difference between assessment in classrooms
and in distance education is that
distance-education programs are largely geared
toward students who are already in the workforce,
which often involves learning by doing.
4Focus of Assessment?
- Basic Knowledge, Concepts, Ideas
- Higher-Order Thinking Skills, Problem Solving,
Communication, Teamwork - Both of Above!!!
- Other
5Assessments Possible
- Online Portfolios of Work
- Discussion/Forum Participation
- Online Mentoring
- Weekly Reflections
- Tasks Attempted or Completed, Usage, etc.
6More Possible Assessments
- Quizzes and Tests
- Peer Feedback and Responsiveness
- Cases and Problems
- Group Work
- Web Resource Explorations Evaluations
7Sample Portfolio Scoring Dimensions(10 pts
each)(see http//php.indiana.edu/cjbonk/p250syl
a.htm)
- Richness
- Coherence
- Elaboration
- Relevancy
- Timeliness
- Completeness
- Persuasiveness
- Originality
- Insightful
- Clear/Logical
- Original
- Learning
- Fdback/Responsive
- Format
- Thorough
- Reflective
- Overall Holistic
8E-Peer Evaluation Form
- Peer Evaluation. Name ____________________
- Rate on Scale of 1 (low) to 5 (high)
- ___ 1. Insight creative, offers
analogies/examples, relationships drawn, useful
ideas and connections, fosters growth. - ___ 2. Helpful/Positive prompt feedback,
encouraging, informative, makes suggestions
advice, finds, shares info. - ___ 3. Valuable Team Member dependable, links
group members, there for group, leader,
participator, pushes group. - ___ Total Recommended Contribution Pts (out of
15)
9E-Case Analysis Evaluation
- Peer Feedback Criteria
- (1 pt per item 5 pts/peer feedback)
- (a) Provides additional points that may have been
missed. - (b) Corrects a concept, asks for clarification
where needed, debates issues, disagrees
explains why. - (c) Ties concepts to another situation or refers
to the text or coursepack. - (d) Offer valuable insight based on personal
experience. - (e) Overall constructive feedback.
10Issues to Consider
- Bonus pts for participation?
- Peer evaluation of work?
- Assess improvement?
- Is it timed? Give unlimited time to complete?
- Allow retakes if lose connection? How many
retakes?
11Issues to Consider
- Cheating? Is it really that student?
- Authenticity?
- Negotiating tasks and criteria?
- How measure competency?
- How do you demonstrate learning online?
12Increasing Cheating Online(7-30/page,
http//www.syllabus.com/ January, 2002, Phillip
Long, Plagiarism IT-Enabled Tools for Deceit?)
- http//www.academictermpapers.com/
- http//www.termpapers-on-file.com/
- http//www.nocheaters.com/
- http//www.cheathouse.com/uk/index.html
- http//www.realpapers.com/
- http//www.pinkmonkey.com/
- (youll never buy Cliffnotes again)
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15Reducing Cheating Online
- Ask yourself, why are they cheating?
- Do they value the assignment?
- Are tasks relevant and challenging?
- What happens to the task after submittedreused,
woven in, posted? - Due at end of term? Real audience?
- Look at pedagogy b4 calling plagiarism police!
16Reducing Cheating Online
- Proctored exams
- Vary items in exam
- Make course too hard to cheat
- Try Plagiarism.com (300)
- Use mastery learning for some tasks
- Random selection of items for item pool
- Use test passwords, rely on IP screening
- Assign collaborative tasks
17Reducing Cheating Online(7-30/page,
http//www.syllabus.com/ January, 2002, Phillip
Long, Plagiarism IT-Enabled Tools for Deceit?)
- http//www.plagiarism.org/ (resource)
- http//www.turnitin.com/ (software, 100, free 30
day demo/trial) - http//www.canexus.com/ (software essay
verification engine, 19.95) - http//www.plagiserve.com/ (free database of
70,000 student term papers cliff notes) - http//www.academicintegrity.org/ (assoc.)
- http//sja.ucdavis.edu/avoid.htm (guide)
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19Turnitin Testimonials
- "Many of my students believe that if they do not
submit their essays, I will not discover their
plagiarism. I will often type a paragraph or two
of their work in myself if I suspect plagiarism.
Every time, there was a "hit." Many students were
successful plagiarists in high school. A service
like this is needed to teach them that such
practices are no longer acceptable and certainly
not ethical!
20New Zealand Universities Consider Lawsuit Against
Sites Selling Diplomas in Their Names.
- The Web sites, which already offer fake diplomas
in the names of hundreds of colleges in the
United States and abroad, recently added New
Zealands Universities of Auckland, Canterbury,
and Otago to their lineup. The degrees sell for
up to 250 each. - Feb 11, 2002, David Cohen, Chronicle of Higher
Education
21Online Testing Tools
22Choice Select companies that specialize in
online assessment.
23Or Use what the courseware package gives ya
24Test Selection Criteria (Hezel, 1999)
- Easy to Configure Items and Test
- Handle Symbols
- Scheduling of Feedback (immediate?)
- Provides Clear Input of Exam Dates
- Easy to Pick Items for Randomizing
- Randomize Answers Within a Question
- Weighting of Answer Options
25More Test Selection Criteria
- Recording of Multiple Submissions
- Timed Tests
- Comprehensive Statistics
- Summarize in Portfolio and/or Gradebook
- Confirmation of Test Submission
26More Test Selection Criteria(Perry Colon, 2001)
- Supports multiple items typesmultiple choice,
true-false, essay, keyword - Can easily modify or delete items
- Incorporate graphic or audio elements?
- Control over number of times students can submit
an activity or test - Provides feedback for each response
27More Test Selection Criteria(Perry Colon, 2001)
- Flexible scoringscore first, last, or average
submission - Flexible reportingby individual or by item and
cross tabulations. - Outputs data for further analysis
- Provides item analysis statistics (e.g., Test
Item Frequency Distributions).
Web Resource http//www.indiana.edu/best/
28Online Survey Tools for Assessment
29Sample Survey Tools
- Zoomerang (http//www.zoomerang.com)
- IOTA Solutions (http//www.iotasolutions.com)
- QuestionMark (http//www.questionmark.com/home.htm
l) - SurveyShare (http//SurveyShare.com from
Courseshare.com) - Survey Solutions from Perseus (http//www.perseusd
evelopment.com/fromsurv.htm) - Infopoll (http//www.infopoll.com)
30Web-Based Survey Advantages
- Faster collection of data
- Standardized collection format
- Computer graphics may reduce fatigue
- Computer controlled branching and skip sections
- Easy to answer clicking
- Wider distribution of respondents
31Web-Based Survey Problems Why Lower Response
Rates?
- Low response rate
- Lack of time
- Unclear instructions
- Too lengthy
- Too many steps
- Cant find URL
32Survey Tool Features
- Support different types of items (Likert,
multiple choice, forced ranking, paired
comparisons, etc.) - Maintain email lists and email invitations
- Conduct polls
- Adaptive branching and cross tabulations
- Modifiable templates library of past surveys
- Publish reports
- Different types of accountshosted, corporate,
professional, etc.
33Web-Based Survey Solutions Some Tips
- Send second request
- Make URL link prominent
- Offer incentives near top of request
- Shorten survey, make attractive, easy to read
- Credible sponsorshipe.g., university
- Disclose purpose, use, and privacy
- E-mail cover letters
- Prenotify of intent to survey
34Tips on Authentification
- Check e-mail access against list
- Use password access
- Provide keycode, PIN, or ID
- (Futuristic Other Palm Print, fingerprint, voice
recognition, iris scanning, facial scanning,
handwriting recognition, picture ID)
35Evaluation
36Champagne Wisher (in press)
- Simply put, an evaluation is concerned with
judging the worth of a program and is essentially
conducted to aid in the making of decisions by
stakeholders. (e.g., does it work as
effectively as the standard instructional
approach).
37Evaluation Purposes
- Cost Savings
- Improved Efficiency/Effectiveness
- Learner Performance/Competency Improvement/Progres
s - What did they learn?
- Assessing learning impact
- How well do learners use what they learned?
- How much do learners use what they learn?
38Kirkpatricks 4 Levels
- Reaction
- Learning
- Behavior
- Results
39My Evaluation Plan
40What to Evaluate?
- Studentattitudes, learning, jobs.
- Instructorpopularity, course enrollments.
- Traininginternal and external.
- Task--relevance, interactivity, collaborative.
- Tool--usable, learner-centered, friendly,
supportive. - Courseinteractivity, completion rates.
- Programgrowth, long-range plans.
- Universitycost-benefit, policies, vision.
41Measures of Student Success(Focus groups,
interviews, observations, surveys, exams, records)
- Positive Feedback, Recommendations
- Increased Comprehension, Achievement
- High Retention in Program
- Completion Rates or Course Attrition
- Jobs Obtained, Internships
- Enrollment Trends for Next Semester
421. Student Basic Quantitative
- Grades, Achievement
- Number of Posts
- Participated
- Computer Log Activitypeak usage, messages/day,
time of task or in system - Attitude Surveys
431. Student High-End Success
- Message complexity, depth, interactivity, qing
- Collaboration skills
- Problem finding/solving and critical thinking
- Challenging and debating others
- Case-based reasoning, critical thinking measures
- Portfolios, performances, PBL activities
442. Instructor Success
- High student evals more signing up
- High student completion rates
- Utilize Web to share teaching
- Course recognized in tenure decisions
- Varies online feedback and assistance techniques
453. TrainingOutside Support
- Training (FacultyTraining.net)
- Courses Certificates (JIU, e-education)
- Reports, Newsletters, Pubs
- Aggregators of Info (CourseShare, Merlot)
- Global Forums (FacultyOnline.com GEN)
- Resources, Guides/Tips, Link Collections, Online
Journals, Library Resources
46Certified Online Instructor Program
- Walden Institute12 Week Online Certification
(Cost 995) - 2 tracks one for higher ed and one for online
corporate trainer - Online tools and purpose
- Instructional design theory techniques
- Distance ed evaluation
- Quality assurance
- Collab learning communities
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49http//www.utexas.edu/world/lecture/
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513. TrainingInside Support
- Instructional Consulting
- Mentoring (strategic planning )
- Small Pots of Funding
- Facilities
- Summer and Year Round Workshops
- Office of Distributed Learning
- Colloquiums, Tech Showcases, Guest Speakers
- Newsletters, guides, active learning grants,
annual reports, faculty development, brown bags
52Technology and Professional Dev Ten Tips to Make
it Better (Rogers, 2000)
- 1. Offer training
- 2. Give technology to take home
- 3. Provide on-site technical support
- 4. Encourage collegial collaboration
- 5. Send to prof development conference
- 6. Stretch the day
- 7. Encourage research
- 8. Provide online resources
- 9. Lunch bytes, faculty institutes
- 10. Celebrate success
53RIDIC5-ULO3US Model of Technology Use
- 4. Tasks (RIDIC)
- Relevance
- Individualization
- Depth of Discussion
- Interactivity
- Collaboration-Control-Choice-Constructivistic-Comm
unity
54RIDIC5-ULO3US Model of Technology Use
- 5. Tech Tools (ULOUS)
- Utility/Usable
- Learner-Centeredness
- Opportunities with Outsiders Online
- Ultra Friendly
- Supportive
556. Course Success
- Few technological glitches/bugs
- Adequate online support
- Increasing enrollment trends
- Course quality (interactivity rating)
- Monies paid
- Accepted by other programs
567. Online Program or Course Budget (i.e., how
pay, how large is course, tech fees charged, of
courses, tuition rate, etc.)
- Indirect Costs learner disk space, phone,
accreditation, integration with existing
technology, library resources, on site
orientation tech training, faculty training,
office space - Direct Costs courseware, instructor, help desk,
books, seat time, bandwidth and data
communications, server, server back-up, course
developers, postage
577. ProgramOnline Content Considerations
- Self-Paced or Live mentors?
- Interactive or content dumping?
- Individual or Collaborative?
- Lecture or problem-based learning?
- Factual or performance assessment?
588. Institutional Success
- E-Enrollments from
- new students, alumni, existing students
- Additional grants
- Press, publication, partners, attention
- Cost-Benefit model
- Faculty attitudes
- Acceptable policies
598. Increase Accessibility
- Make Web material ADA compliant (Bobby)
- Embed interactivity in lessons
- Determine student learning preferences
- Conduct usability testing
- Consider slowest speed systems
- Orientations, training, support materials
- e.g., CD-ROM
60Final advicewhatever you do