Online assessment

It talks about techniques for online assessment, How we can do formative assessment online.

1. Online Assessment Nisha Singh Deputy Director Centre for Online Education, IGNOU

2. KPMG-GOOGLE-Online Education in India https://assets.kpmg/content/dam/kpmg/in/pdf/2017/05/Online-Education-in-India-2021.pdf

3. Online Education In India-Key Areas

4. Nothing that we do to, or for, our students is more important than our assessment of their work and the feedback we give them on it. The results of our assessment influence our students for the rest of their lives and careers – fine if we get it right, but unthinkable if we get it wrong.’ Race, Brown and Smith (2005), 500 Tips on Assessment Assessment

5. Qualities of Good Assessment Aligning assessment with objectives Well defined criteria and standards Authentic and holistic tasks Promote self-direction Sufficient and timely formative feedback Balanced tension between workload and time

6. Types of Assessme nt Formative Assessment Summative Assessment

7. Use of Technology in Assessment Greater variety and authenticity in the design of assessments Improved learner engagement, for example through interactive formative assessments with adaptive feedback Choice in the timing and location Capture of wider skills and attributes not easily assessed by other means, for example through simulations, e-portfolios and interactive games Efficient submission, marking, moderation and data storage processes

8. Use of Technology in Assessment Consistent, accurate results with opportunities to combine human and computer marking Immediate feedback Increased opportunities for learners to act on feedback, for example by reflection in e-portfolios Innovative approaches based around use of creative media and online peer and self-assessment Accurate, timely and accessible evidence on the effectiveness of curriculum design and delivery

9. Principles of Effective Online Assessment Learner- centred Encourage self reflection Include rubrics for discussion / assignments / collaboration Encourage self and peer assessment Contextual and aligned to learning outcomes Include learner input

10. Formative Assessment for quality of learning ‘for learning’ rather than ‘of learning’ goals and objectives, outcomes and criteria explicit feedback on the extent to which these goals and objectives were being met feedback early and often to students help students learn to self-assess their progress

11. Formative Assessment ongoing and meaningful conversations between teachers and students active involvement of students in their own learning Teacher responding to identified learning needs and strengths by modifying their teaching approach(es) focuses on growth and development of learner Learner and learning oriented

12. Formative Assessment Self-assessment Peer-assessment Concept Mapping Determining Prior Knowledge Online Class Assessment Techniques Online discussions/ eGroups Blogging and Learning Journals Wikis Portfolios/e-Portfolios Surveys Practice Quizzes

13. Concept Mapping focus on the "big picture", enabling conceptual understanding rather than rote learning students (and instructors) to make valid connections among concepts represent graphically their knowledge, and to share it with the instructor and other students emphasis from inert, static knowledge to contextually-embedded knowledge; from isolated facts to theoretical frameworks of related concepts useful way to help students "learn how to learn"; graphic organizers

14. Determining Prior Knowledge Background Knowledge Probe: first week of class, or before introducing a new topic; results to be informed to learner Knowledge Survey: Student’s rate (three-point scale ) confidence to answer the questions with their present knowledge Focused Listing : use as a brainstorming technique to generate definitions/ descriptions of topics Misconception/Preconception Check : controversial/sensitive issues most likely to interfere with students' learning, and create a simple questionnaire

15. Online Class Assessment Techniques Classroom Assessment Techniques (CATs) were developed by Thomas Angelo and Patricia Cross (1993) as mostly simple, non-graded, anonymous, in-class activities that give both teachers and students useful feedback on the teaching-learning process.

16. Online Class Assessment Techniques three-step process – Plan / Implement / Respond Plan: what you want to learn from a classroom assessment. Implement: explain the purpose of the activity to students, then conduct it. Respond: review the results and decide what changes, if any, to make. SHARE information with students

17. Online Class Assessment Techniques Minute Papers: two questions : (1) "What was the most important thing you learned during this class?" and (2) "What important question remains unanswered?" online class -survey tool or an online polling tool. Muddiest Point : identify the muddiest point in a ________ (lecture, video, PowerPoint, discussion, homework assignment, etc.). discussion board or a blog to post the question and gather the responses.

18. Online Class Assessment Techn iques Pro Con Grid h elps to see the two sides. wiki for a grid of pros and cons (or pluses and minuses) around the topic. One Sentence Summary This technique challenges students to answer the questions “Who does what to whom, when, where, how and why?” about a given topic, and then to synthesize their answer into a single informative (albeit long) sentence. This could be required after an assigned reading but before discussions on a topic.

19. Online Class Assessment Techniques Student-Generated Test Questions and model answers. chance to assess what the students consider as most important, build potential questions for test pools. Classroom Opinion Polls for bipolar set of opinions in a non-threatening way. Anonymous online polls ( ZohoPolls , PollDaddy , Blackboard surveys) demonstrate the two sides without revealing individual attitudes . Electronic Feedback: Email, Discussion board , blog or feedback and changes could be made mid-course to improve learning.

20. Discussion Board A discussion board (known also by various other names such as  discussion group ,  discussion forum ,  message board , and  online forum ) is a general term for any online "bulletin board" where you can leave and expect to see responses to messages you have left.

21. E-Portfolio Collection of evidence that learning has taken place Collection of what learners themselves judge to be most meaningful representation of their learning in a subject Both a learning as well as assessment tool Developmental growth of a learner over a period of time can be tracked Also useful to prospective employers Provides opportunity for self-reflection

22. E-Portfolio Reflects evidence of: Progress over time Understanding of key principles and/or processes Lack of understanding and hence future learning needs Originality and creativity Achievements in different context and application Key skills development

23. Learning and Reflective Journal: Blog A blog is a personal space - subjective opinion analogous to working memory Present the ideas –new, weird, big, Interact with peers through a process of dialogue record their reflections and share these with their colleagues 'learning journal'

24. Wiki A wiki is a collective space for objectivising knowledge (or at least information). analogous to long-term memory, where you store all those things that you've tested out and are happy with for now. differently, as a sort of archive to which all students contribute, that can act as a source of reference to all future students. 'learning archive' .

25. Surveys Surveys : feedback from students on new instructional strategies, activities, or assignments. student perceptions (emotions, feeling, attitudes) of their classroom experience the content of a course specific components of a course course components which aid or are detrimental to learning the effects of course innovations useful for gauging the entire class’s grasp of course concepts, for course evaluation.

26. Rubrics Rating scales or scoring guides that consists of specific pre-defined performance criteria used in assessing student performances Two types: Holistic rubrics and Analytic rubrics Use online tools such as Rubistar to develop Rubrics at http://rubistar.4teachers.org/index.php

27. Holistic Rubrics Score Description 5 Demonstrate complete understanding of the problem. All requirements of task are included in response 4 Demonstrates considerable understanding of the problem. All requirements of task are included 3 Demonstrates partial understanding of the problem. Most requirements of task are included 2 Demonstrates little understanding of the problem. Many requirements of task are included 1 Demonstrates no understanding of the problem No response/ task not attempted

28. Analytic Rubrics Criteria Beginner Intermediate Advanced Outstanding exemplary 1 2 3 4

29. Practice Quizzes Quiz may be of many types: Multiple Choice Multi Select Fill in the Blanks Match the Following As formative Assessment Help in Summative Assessment

30. Summative Assessment Quizzes Tests Examinations

31. How to make Online Assessment?

32. Online Assessment: Hot Potatoes

33. Hot Potatoes: Home Page

34. JQuiz

35. JQuiz

36. JQuiz

37. JMatch

38. JMatch Standard Format

39. JMatch Drag and Drop Format Format

40. JMix

41. JMix

42. JMix Standard format

43. JMix Drag and Dropformat

44. Jcross

45. Jcross

46. Jcross

47. The Masher

48. The Masher

49. The Masher

50. The Masher

51. Google Forms Google Forms can also be used for creating Quiz… Form

52. Thank You