Evaluate Student Learning

Your Course Plan helps you align assignments and assessments with the desired student objectives and create an overall picture of your course that is focused on the student learning, rather than on topics.

This section will help you identify assessment methods and techniques that are appropriate for the online environment. In an online course, where successful learning happens in the context of student interaction, collaboration, and self-discipline, the instructor needs to develop and implement assessments that go beyond traditional research papers, multiple-choice tests, and written exams.

Formative Assessment

Formative assessment is non-graded or low-stake, regular, and ongoing. The purpose is to ensure the continuous progress of student learning.

Summative Assessment

Summative assessment is graded and formal. Its purpose is to evaluate student performance against the set student learning objectives.

Tips for implementing online assessments

There are several things to consider when implementing online assessments (Kim, Smith, & Maeng, 2008; Palloff & Pratt, 2009):

• Rely less on traditional assessments (individual paper/essay and exam/quiz/problem set).
• Rely more on performance-based, authentic and collaborative assessments (collaborative projects/team assessments, project/simulation/case study, discussion/chat, reflection, portfolio, and peer evaluation).
• Include a reflective component in the assessments.
• Assessments that involve interactions – such as group projects – should include an easy and regular communication component.
• Provide detailed instructions and tips for completing assignments.
• Set clear performance criteria for the graded assignments. Ask the Online@UT (Canvas) support group about interactive rubrics within Canvas.
• Give individual or group feedback on the assignments. Let students know when to expect feedback from you.
• Give students opportunities and guidelines for providing peer feedback.
• Create grading rubrics for performance-based assessments.
• When possible, provide options for assignments to address different interests and learning styles.

Time for Action

• Develop a formative assessment using an Online@UT (Canvas) tool of your choice.
• In your online course site, create a graded performance-based assignment with the detailed instructions, performance criteria, and additional materials if necessary.
• Request OIT Assistance – ask for feedback on your developed assessments.

Resources

• Beebe, R., Vonderwell, S., & Boboc, M. (2010). Emerging patterns in transferring assessment practices from f2f to online environments. Electronic Journal of e-Learning, 8(1).
• Boettcher, J. (2011). Evidence of learning online: Assessment beyond the paper. Campus Technology.
• Carnegie Mellon. (n.d.). Assessments.
• Faculty Focus. Articles on educational assessment.
• Faculty Focus. (2009). Assessing online learning: Strategies, challenges, and opportunities. Madison, WI: Magna Publications. Available through free subscription at Faculty Focus: Higher Ed Teaching & Learning.
• Kim, N., Smith, M., & Maeng, K. (2008). Assessment in Online Distance Education: A Comparison of Three Online Programs at a University. Online Journal of Distance Learning Administration, 11(1).
• Knopp, D. (2008). Introduction to Assessment and Bloom. YouTube.
• Palloff, R., & Pratt, K. (2009). Assessing the online learner: Resources and strategies for faculty. San Francisco, CA: Jossey-Bass.
• Stassen, M., Doherty, K., & Poe, M. (2001). Course-based review and assessment: Methods for understanding student learning. University of Massachusetts, Amherst.
• Varvel, V. (2005). Honesty in online education. Pointers and Clickers, 6(1), 1-20.

Assess the Online Instruction

UTK’s Student Assessment of Instruction System provides a standardized way to assess course and instructor effectiveness at the end of each semester. The unique features of online instruction require additional assessment of the course.

Summative Assessment of the Online Instruction

A summative assessment of an online course may take a form of an online survey or a focus group (live online or face-to-face) that assesses (Palloff and Pratt (2009):

• Overall online course experience
• Course orientation
• Online content
• Activities and assignments with online interaction and collaboration component such as group discussions, collaborative assignments
• Self-assessment of student participation and performance
• Course management system and other technology tools used in the course
• Student support including instructor support and feedback, technical support, and access to resources.

Formative Assessment of the Online Instruction

Teaching and Learning Innovation (TLI) emphasizes the importance of ongoing, formative assessment of the instruction aimed at iterative improvement of the course. Suggested methods are:

• Student feedback in response to instructor-initiated questions about specific aspects of the course – through Online@UT (Canvas) discussion forum or blog
• A 3-points online survey about instruction (What did you understand best? What do you have questions about? What suggestions do you have about class?)
• Student reflections in a private journal
• Student comments in the class online forum.

Time for Action

• Create a summative assessment for your course.
• Create a formative assessment for your course.
• Request OIT Assistance – ask for feedback on your developed assessments.

Resources

• Paloff, R., & Pratt, K. (2009). Assessing the online learner: Resources and strategies for faculty. San Francisco, CA: Jossey-Bass.
• The Tennessee Teaching and Learning Center. (2011). Summer Teaching Institute assessment

Create Rubrics

A rubric is a useful scoring tool for collaborative and performance-based assignments such as student presentations, group projects, and discussions. A rubric describes the criteria for student performance and also indicates acceptable levels of mastery.

Tips for Creating Rubrics:

• Identify the criteria (characteristics/behaviors) of the performance. For example, criteria for an online discussion can be “understanding and integration of the course material, engagement, and expression” (Myers and Wyatt).
• Decide on the scoring scale for the rubric.
• Define indicators of performance for each level on the selected scale from exemplary to unsatisfactory.
• Test the rubric with students in a sample activity.
• Share the rubric with students before they begin the assignment.

Time for Action

• Review the knowledge base article on using rubrics with your Canvas assignments.
• Request OIT Assistance – ask for feedback on your developed rubric.

Resources

• Carnegie Mellon. (n.d.). Grading and performance rubrics.
• Faculty Focus. Articles tagged “rubrics.”
• Mueller, J. (n.d.). Authentic assessment toolbox. Rubrics.