Assessment

Assessment design

Assignment descriptions for syllabus. List of paper ideas

1. Do a cross-check exercise for constructive alignment: put outcomes and assessments in a table. Do they map? Revisit SLOs from the syllabus. Where are they assessed and how in rest of your course? 2. Identify one assessment that you've used in the past that has worked well? One that hasn't worked well? Why do you think this is so? 3. Brainstorm types or strategies for assessment you might use in your class. 4. Review principles of test item creation.5. Statement about role of assessment (formative and summative of students and instructor) for syllabus

Rubric for online course design

http://www.csuchico.edu/celt/roi/index.shtml.\\

Rubric and models for syllabus design (adhering to UDL principles:

http://enact.sonoma.edu/content.php?pid=218878&sid=2032318

Self-assessment

1. Completed self review worksheet of your syllabus. 2. E-portfolio table of contents

1. Complete a rubric for your course. 2. Ask your students to write down their personal learning goals for the class

Rubric for online course design:

http://www.csuchico.edu/celt/roi/index.shtml

Peer review

Completed peer review worksheet of other's list of assessments/assignments

Design an assessment with criteria for peer evaluation

Rubrics and grading

Rubric for an assignment/group of assignments in your course. Grading standard for your course, to be included in a syllabus

1. Develop a class rubric that maps to desired learning outcomes; then develop one assignment that respects (at least some of) that rubric  2. Norm grading standards: Discuss grade descriptions/attributes for A,B,C,D, etc. 3. Share/discuss implications of weighting in course assessment schedule.

Online assessment

Online quiz, assignment (created)

1. Develop an online quiz in your LMS/quiz tool 2. Present an online proctoring tool. 3. Read an article on assessment in online classes. 4. Adapt an existing assessment for online teaching/setting.

Formative assessment

Formative assessment (e.g. mid-q/mid-s evaluation survey) for your course

1. Brainstorm strategies for soliciting feedback throughout your course (f2f, online, synch/asynch).