Course: Designing and Developing Online Assessments _CPCE

Topic outline

Welcome to Designing and Developing Online Assessments

Cyril Potter College of Education

in Collaboration with
- COURSE DESCRIPTION:
  This introductory course is designed for secondary level educators teaching in the online learning environment. Participants will explore online assessment practices and familiarize themselves with the principles of online assessments. They will develop and practice skills relevant to designing and conducting assessments suitable for a course they currently teach or expect to teach online. Course activities include videos, readings, practical work, discussions, and self-directed work. The duration of this course is for six(6) weeks and participants will require approximately 4-5 hours of work per week. Upon successful completion of this course, participants will be able to design an online assessment.
- COURSE ANNOUNCEMENTS Forum
- ASK THE INSTRUCTOR Forum
- ABOUT THE COURSE Page
- COURSE STRUCTURE Page
- COURSE SCHEDULE Page
- COURSE INTRODUCTION | 16 OCTOBER 2023 | 11:00 AM -12:00 PM URL
  Meeting ID: 862 4209 1878 | Passcode: 817824
TOPIC 1: DEFINING ONLINE ASSESSMENT AND IMPORTANCE
- OVERVIEW:
  
  In this introductory unit, we will get to know each other and set the foundation for the rest of the course. We will delve into assessment by first exploring what online assessment is and why instructors assess students. You have several mini activities for this week. First, let us complete the Pre Course survey. Second, get to know each other through the Self Introduction Forum. Third , be sure to view the Video Resource from Dr. Curt Bonk and read pages 1-18 from Weleschuk, A., Dyjur, P., & Kelly, P. (2019). Online Assessment in Higher Education. Taylor Institute for Teaching and Learning Guide Series. Calgary, AB: Taylor Institute for Teaching and Learning at the University of Calgary. Finally, complete the Certification Requirement for the week titled Forum 1: "Why do you Assess your Students?". Once you complete these activities, give yourself a pat on the back as you have successfully completed week 1.
- Upon completing this session participants will be able to:
  
  Define online assessment.
  
  Discuss the key considerations in designing and implementing online assessments
  
  Distinguish between the different types of online assessments.
- LEARNING RESOURCES & ACTIVITIES
- SELF INTRODUCTION FORUM
- VIDEO RESOURCE URL
  ASSESSING STUDENT ONLINE LEARNING - DR. CURT BONK | Video Size: 551 MB | Video Length: 00:09:58
- ASSESSMENT STRATEGIES POLL URL
  Watch the video above and indicate which of the assessment strategies are similar to those that you use in your courses.
- ESSENTIAL READING File
  WELESCHUK, DYJUR & KELLY (2019). ONLINE ASSESSMENT IN HIGHER EDUCATION. PAGES 1-18
- CERTIFICATION REQUIREMENTS
- QUIZ 1: ONLINE ASSESSMENT
- REFERENCES
- Weleschuk, A., Dyjur, P., & Kelly, P. (2019). Online Assessment in Higher Education. Taylor Institute for Teaching and Learning Guide Series. Calgary, AB: Taylor Institute for Teaching and Learning at the University of Calgary.
  
  TravelinEdMan. (2010, September 21). Assessing Student Online Learning [Video]. YouTube. https://www.youtube.com/watch?v=d0nfDOPaw_8&feature=youtu.be
TOPIC 2: PRINCIPLES OF ONLINE ASSESSMENTS
- OVERVIEW:
  
  In this unit, we will explore the principles of online assessment and map the major themes of good assessments to the assessment you would like to create, design, or revise. You have two activities for this week. First, please read the following document in order to begin developing an understanding of assessment principles: Lindstrom, G., Taylor, L., & Weleschuk, A. (2017). Guiding Principles for Assessment of Student Learning” Taylor Institute for Teaching and Learning Guide Series . Calgary, AB: Taylor Institute for Teaching and Learning at the University of Calgary. Second, after reading the document above, I would like you to apply it. We are going to do this, through the mapping exercise in this week's discussion. Completing the mapping assignment lets me know that you successfully complete this week! Optional reading: Chapter 4 from the document COL Guidelines for Online Assessment for Educators
- Upon completing this session participants will be able to:
  
  Identify the principles of online assessment.
  
  Explain the importance of online assessment.
- LEARNING RESOURCES & ACTIVITIES
- ESSENTIAL READING File
  Lindstrom, G., Taylor, L., & Weleschuk, A. (2017). Guiding Principles for Assessment of Student Learning. Pages 1-21
- FURTHER READING File
  Westhuizen, D. (2016). Guidelines for Online Assessment for Educators. Pages 17-20
- CERTIFICATION REQUIREMENTS
- FORUM 1: MAPPING EXERCISE
- REFERENCES
- Lindstrom, G., Taylor, L., & Weleschuk, A. (2017). Guiding Principles for Assessment of Student Learning” Taylor Institute for Teaching and Learning Guide Series. Calgary, AB: Taylor Institute for Teaching and Learning at the University of Calgary
  
  Westhuizen, D. (2016). Guidelines for Online Assessment. Commonwealth of Learning.
TOPIC 3: METHODS OF ONLINE ASSESSMENTS
- OVERVIEW:
  
  In this unit, you will explore and investigate different methods of online assessment, and begin exploring ways that your assessment can be converted to an online one. You have three mini activities for this week. First you will need to complete the essential reading. Second, watch the video case study. Finally, prepare a 5 minute podcast / video/ blog.
- Upon completing this session participants will be able to:
  
  Identify the best online assessment practices in an e-learning course.
  
  Discuss online assessment practices that can be used to evaluate and measure learning outcomes within an online course.
- LEARNING RESOURCES & ACTIVITIES
- ESSENTIAL READING File
  WELESCHUK, DYJUR & KELLY (2019). ONLINE ASSESSMENT IN HIGHER EDUCATION. PAGES 11-36
- FURTHER READING (OPTIONAL) File
  Explore the UQ assessment factory: http://www.uq.edu.au/teach/uqassess/ and this list of case studies https://www.ble.ac.uk/ebook.html
- CASE STUDY: URL
  CASE STUDY: Watch the video that presents examples of how a higher education institution used different forms of an online assessment. Reflect on the examples provided in the video and identify one of the examples that you consider to be reflective of any best practice in online assessment. On a piece of paper write the example selected with a brief justification of your choice supported by your reading.
  Video Size: 310.0 MB | Video Length: 00:10:20
- CERTIFICATION REQUIREMENTS
- FORUM 2: PODCAST-STORY TELLING
- REFERENCES
- Weleschuk, A., Dyjur, P., & Kelly, P. (2019). Online Assessment in Higher Education. Taylor Institute for Teaching and Learning Guide Series. Calgary, AB: Taylor Institute for Teaching and Learning at the University of Calgary.
  
  Havemann, & Sherman. (2014). Assessment & technology ebook. BLOOMSBURY LEARNING EXCHANGE. https://www.ble.ac.uk/ebook.html
  
  The University of Queensland. (2021). Find an assessment. The University Of Queensland UQ Assessment Ideas Factory. https://www.uq.edu.au/teach/uqassess/
TOPIC 4: DESIGNING YOUR ASSESSMENT
- OVERVIEW:
  
  This is a work week. You will spend the bulk of your time with your assessment. You will use what you learned during the prior 3 weeks to either create a new assessment, revise a new assessment, or convert a face-to-face assessment into an online one. This is in preparation for the final week when we will be sharing and discussing our assessments. As you are working on your assessment, you may have questions. Please feel free to ask any questions in the ask the instructor discussion board. There are no readings this week. However, you may enjoy the following two resources on ungrading and feedback as alternative assessment practices.
- Upon completing this session participants will be able to:
  
  Develop and practice skills relevant to designing and conducting assessments.
  
  Select the different types of assessments that can be used for your online course.
  
  Justify the different types of assessments that can be used for your online course.
- ONLINE CONSULTATION
- CONSULTATION | 11 FEBRUARY 2022 | 4:00 PM ~ 5:00 PM URL
  Meeting ID: 748 4264 5248 | Passcode: cyril
- LEARNING RESOURCES & ACTIVITIES
- SELECT YOUR GROUP URL
  Students are required to join a group of four before completing the next activity. Please feel free to join the group of choice. Note the maximum number of students required for a group is 4.
- FORUM 3: PRODUCE AN ASSESSMENT FOR A COURSE
- FURTHER READING ( OPTIONAL) File
- CERTIFICATION REQUIREMENTS
- Peer Feedback
  
  Examine the samples provided by your group members in the table and provide feedback using the 3-2-1 format to the two that are not yours. 3-2-1 Format -Identify 3 strengths, 2 weaknesses, and 1 recommendation. Be sure to reference the principles, best practices, strengths, and challenges, etc. of online assessment to support the feedback given.
- REFERENCES
- Stommel, J. (2020). What If We Didn't Grade? A Bibliography. https://www.jessestommel.com/ungrading-a-bibliography/
  
  Gibbs. (2021). Feedback Resources. https://oudigitools.blogspot.com/2019/03/feedback-resources.html
TOPIC 5: DESIGNING YOUR ASSESSMENT
- OVERVIEW:
  
  This is another work week. You will spend most of your time working on your assessment. Please review peer feedback from the previous forum and refine your assessment for submission and presentation based on the feedback from your peers last week. This is in preparation for the final week when we will be sharing and discussing our assessments. As you are working on your assessment, you may have questions. Please feel free to ask any questions in the ask the instructor discussion board. There are no readings this week.
- Upon completing this session participants will be able to:
  
  Design or redesign to present one of your assessments for the online learning environment.
- LEARNING RESOURCES & ACTIVITIES
- POLL - FINAL PRESENTATION Choice
- CERTIFICATION REQUIREMENTS
- ASSIGNMENT(TEMPLATE): PRODUCE AN ASSESSMENT FOR YOUR COURSE
- REFERENCES
- Weleschuk, A., Dyjur, P., & Kelly, P. (2019). Online Assessment in Higher Education. Taylor Institute for Teaching and Learning Guide Series. Calgary, AB: Taylor Institute for Teaching and Learning at the University of Calgary.
  
  Havemann, & Sherman. (2014). Assessment & technology ebook. BLOOMSBURY LEARNING EXCHANGE. https://www.ble.ac.uk/ebook.html
  
  The University of Queensland. (2021). Find an assessment. The University Of Queensland UQ Assessment Ideas Factory. https://www.uq.edu.au/teach/uqassess/
- Lindstrom, G., Taylor, L., & Weleschuk, A. (2017). Guiding Principles for Assessment of Student Learning” Taylor Institute for Teaching and Learning Guide Series. Calgary, AB: Taylor Institute for Teaching and Learning at the University of Calgary
  
  Westhuizen, D. (2016). Guidelines for Online Assessment. Commonwealth of Learning.
TOPIC 6: SHOW AND TELL
- OVERVIEW:
  
  In this unit, you will share the online assessment you created in weeks 4 and 5 with others, explain your design decisions, and provide course feedback in the Forum Farewell. There is only one activity for this week, which is to complete your assessment utilizing the template shared, record by video, upload to Moodle, and submit the youtube link. Please ensure that the youtube video is set to unlisted.
- Upon completing this session participants will be able to:
  
  Design or redesign and present one of your assessments for the online learning environment.
- LEARNING RESOURCES & ACTIVITIES
- FORUM: FAREWELL
- CERTIFICATION REQUIREMENTS
- ASSIGNMENT(VIDEO LINK): PRODUCE AN ASSESSMENT FOR YOUR COURSE
- ASSESSMENT GALLERY WALK Page
  Restricted Not available unless:
  The activity ASSIGNMENT(TEMPLATE): PRODUCE AN ASSESSMENT FOR YOUR COURSE is marked complete
  The activity ASSIGNMENT(VIDEO LINK): PRODUCE AN ASSESSMENT FOR YOUR COURSE is marked complete
- REFERENCES
- Weleschuk, A., Dyjur, P., & Kelly, P. (2019). Online Assessment in Higher Education. Taylor Institute for Teaching and Learning Guide Series. Calgary, AB: Taylor Institute for Teaching and Learning at the University of Calgary.
  
  Havemann, & Sherman. (2014). Assessment & technology ebook. BLOOMSBURY LEARNING EXCHANGE. https://www.ble.ac.uk/ebook.html
  
  The University of Queensland. (2021). Find an assessment. The University Of Queensland UQ Assessment Ideas Factory. https://www.uq.edu.au/teach/uqassess/
- Lindstrom, G., Taylor, L., & Weleschuk, A. (2017). Guiding Principles for Assessment of Student Learning” Taylor Institute for Teaching and Learning Guide Series. Calgary, AB: Taylor Institute for Teaching and Learning at the University of Calgary
  
  Westhuizen, D. (2016). Guidelines for Online Assessment. Commonwealth of Learning.
COURSE EVALUATION
- PRE COURSE SURVEY URL
  Restricted Available until 22 October 2023, 8:55 PM
- POST COURSE SURVEY URL
  Restricted Available until 24 November 2023, 7:55 PM