1

Feedback and Assessment in the Blended CourseTuesday, 1:30 – 3 PM

Patricia McGee

This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/

2

Agenda

• Overview of Feedback• Assessment Overview• Assessment Strategies• Classroom Assessment Techniques• Self-Assessment & Reflection• Aligning Strategy with Map

3

Feedback

4

Student reported tech preferences

The Student View of Blended Learning

5

Learning cycle

6

Most important

tool for students

Meta-cognition

Practice

Active Learning

Confirmation of Learning

7

Example: Distributed Feedback

8

Activity: Where’s your feedback?

eHandout

9

Overview Overview Assessment Overview

10

• One to many• Just in time assessment• Immediacy• Focus on methods

• One to one• Just in need assessment• Ambiguity• Focus on strategies

11

Starting with Objectives• Formative: 1-2

objectives• Summative: multiple

objectives• Practice vs. assessment• Classroom, online,

independent levels of Bloom’s

From http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

12

Are these different for blended?

13

Knowledge/Simple

Understanding

Reasoning/ Deep

Understanding

Skill Product

Selected response: learner is provided possible answers

5 2 1 1

Constructed response: learner provided information (fill-in-the-blank, short answer)

5 2 1 1

Essay: learner responds to prompt with no provided information

4 5 3 2

Performance assessment: learner performs against criteria

3 5 5 4

Oral questioning: Typically a classroom assessment technique (CAT)

4 4 2 4

Teacher “observation”: Typically a CAT

3 4 5 4

Self-assessment: Can be a CAT or a grade

3 3 3 5

McMillan, J. H. (2011). Classroom assessment: Principles and practice for effective standards-based instruction (5th edition). Allyn & Bacon.

14

Discussion: Assessment & Bloom’s

• Where does your content reside on the Bloom’s continuum?

• What are most appropriate assessments?

eHandout

15

BLENDED ASSESSMENT STRATEGIES

16

What is your model?

17

Learner-centered: Open Wiki Exam

• Questions, based on the week's topic, are devised by the students—not the lecturer.

• During the first six weeks of the semester, 10 students are required to post one question each week on the wiki in response to the lectures

• Approximately 60 questions resulted, from which the final questions for the exam were selected.

From http://www.elearnmag.org/subpage.cfm?section=articles&article=103-1

18

2 Track Blended

Instructor as Consultant

19

Informal Example: Week Overview

20

Sample Map

Informal

21

Sample Map

Informal

22

Sample Map

Informal

23

Activity

Consider strategies for assessment:– Your approach?– Location?– Frequency?– Feedback to learner?

24

CLASSROOM ASSESSMENT TECHNIQUES: BLENDED?

25

Classroom Assessment TechniquesQuick snapshots of learner’s progressInformalUngradedLow threat and no riskInform instructor about student learningInform learner about learning progress

From Classroom Assessment Techniques

eHandout

26

CAT: Chain NotesDescription What do to with the data Time Required

Students pass around an envelope on which the teacher has written one question about the class. When the envelope reaches a student he/she spends a moment to respond to the question and then places the response in the envelope.

√ Survey/poll: online√ Envelope:class

Go through the student responses and determine the best criteria for categorizing the data with the goal of detecting response patterns. Discussing the patterns of responses with students can lead to better teaching and learning.

Prep: LowIn class: LowAnalysis: Low

Taken verbatim from http://www.ntlf.com/html/lib/bib/assess.htm

27

CAT: One Minute PaperDescription What do to with the data Time Required

During the last few minutes of the class period, ask students to answer on a half-sheet of paper: "What is the most important point you learned today?"; and, "What point remains least clear to you?". The purpose is to elicit data about students' comprehension of a particular class session.

Google Forms: onlineDiscussion: class/online

Review responses and note any useful comments. During the next class periods emphasize the issues illuminated by your students' comments.

Prep: LowIn class: LowAnalysis: Low

Taken verbatim from http://www.ntlf.com/html/lib/bib/assess.htm

28

CAT: Memory MatrixDescription What do to with the

dataTime Required

Students fill in cells of a two-dimensional diagram for which instructor has provided labels. For example, in a music course, labels might consist of periods (Baroque, Classical) by countries (Germany, France, Britain); students enter composers in cells to demonstrate their ability to remember and classify key concepts.

Concept Map: class/online Clickers: class Google Spreadsheet: online

Tally the numbers of correct and incorrect responses in each cell. Analyze differences both between and among the cells. Look for patterns among the incorrect responses and decide what might be the cause (s).

Prep: MedIn class: MedAnalysis: Med

Taken verbatim from http://www.ntlf.com/html/lib/bib/assess.htm

29

CAT: Prior KnowledgeDescription What do to with the

dataTime Required

Probe for background knowledge with short, simple questionnaires prepared by instructors for use at the beginning of a course or at the start of new units or topics; can serve as a pretest

Survey/Polls: class/onlineClickers: class

Summarize and present to class or have students use for goal setting. Used to determine what to review or focus on in course.

Prep: LowIn class: LowAnalysis: Low

Taken verbatim from http://www.ntlf.com/html/lib/bib/assess.htm

30

CAT: Empty OutlinesDescription What do to with the

dataTime Required

In a limited amount of time students complete an empty or partially completed outline of an in-class presentation or homework assignment.

Shared Notetaking: class/onlineConcept Mapping; class/onlineBubblus™ Mind42™ Mindomo™ Wordle™

Analyze to identify gaps or misconceptionsHave students identify or correct errors

Prep: LowIn class: LowAnalysis: Low

Taken verbatim from http://www.ntlf.com/html/lib/bib/assess.htm

31

Activity: Pick a CAT

• Go to wiki• Review Classroom CATS & Online CATS

handouts• Which are most applicable to your work?

eHandout

32

SELF-ASSESSMENT & REFLECTION

33

Self-Assessment & Reflection

• Relates to accountability• Provides a mirror of progress to student• Instills satisfaction and supports goal-

achievement• EXAMPLE:

Electronic Personal Development Planning ePDP as a strategy increases learner’s awareness of themselves

University of Wolverhampton

34

Map Activity: Where is feedback & assessment?

Consider: When, where, how?• Communicating progress• Communicating achievement• Self-reflection• Acknowledgement• Accountability

35

Take-Aways

• Have you built in feedback and assessment points?

• Where and how does formal and informal assessment provide information to the learner?

• Does assessment reflect all modes:F2F, online, blended?

• In what ways are students provide opportunities to reflect upon their learning?

36

Patricia McGee, PhD

Patricia.mcgee@utsa.eduThis work is licensed under the Creative Commons

NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit

http://creativecommons.org/licenses/nc-sampling+/1.0/