After spending some time thinking and working on a basic syllabus and course plan for a blended class, this week's reading focused on assessments. More specifically, the chapter focused on how assessments would be used in a blended learning class.
From reading this chapter and from listening to other colleagues' experiences using online assessment tools, I would not rely on online assessments as my sole form of assessment. As the chapter points out, there are some technical issues that can occur as the students are completing the assessment. I have heard from some colleagues that the LMS that is supporting the assessment can sometimes freeze or the server can shut down as the student is completing the task. Sometimes in one of our computer labs at the place I work, if the student turns off the computer after finishing the task, then it can impact the other students' computers by shutting their computers off as well. Instead, I can use the online assessment as another way for students to practice and count that assessment score for something else. I will instead rely on face-to-face tests and quizzes for the test/quiz portion of the grade.
I do think that online work can be a helpful tool for students to complete tasks, whether it is by themselves or in groups. Some of the examples provided in the chapter are great, including one-sentence summaries, submitting logs, and working on group videos and recordings. I think it is collaboration among others, whether it's with others in the same class or in other places, that demonstrates the best qualities of blended learning. The trick is to set up the right situation with good activities that address the learning standard and assessments that accurately reflect what is being done.
From reading this chapter and from listening to other colleagues' experiences using online assessment tools, I would not rely on online assessments as my sole form of assessment. As the chapter points out, there are some technical issues that can occur as the students are completing the assessment. I have heard from some colleagues that the LMS that is supporting the assessment can sometimes freeze or the server can shut down as the student is completing the task. Sometimes in one of our computer labs at the place I work, if the student turns off the computer after finishing the task, then it can impact the other students' computers by shutting their computers off as well. Instead, I can use the online assessment as another way for students to practice and count that assessment score for something else. I will instead rely on face-to-face tests and quizzes for the test/quiz portion of the grade.
I do think that online work can be a helpful tool for students to complete tasks, whether it is by themselves or in groups. Some of the examples provided in the chapter are great, including one-sentence summaries, submitting logs, and working on group videos and recordings. I think it is collaboration among others, whether it's with others in the same class or in other places, that demonstrates the best qualities of blended learning. The trick is to set up the right situation with good activities that address the learning standard and assessments that accurately reflect what is being done.
My reading reaction week 3:
ReplyDeleteStudent-generated test questions:Ask students to create three to five test questions each. Tell them that you will use a certain number of those questions on the actual test. By doing this, you get the benefit of seeing the course content that the students think is important compared to the content that you think they should focus on. You can make revisions to your presentations to address areas that students did not cover in their questions. If there are enough good student questions you can also use some for test review exercises."
This is something I will like to experiment to see the outcome and response by students. It will give the teachers an idea about what the students have actually learnt. the tendency that they will submit questions/topics they know is high