Assessment Video Blog_Module 4 -Week 4
Burrus, R. T., McGoldrick, K., & Schuhmann, P. W. (2007). Self-reports of student cheating: Does a definition of cheating matter? Journal of Economic Education, 38(1), 3-16
John Orlando, Ph.D.(© 2011 Magna Publications Inc). How to effectively assess online learning. Rtrived from http://www.stjohns.edu/sites/default/files/documents/ir/f63bd49dcf56481e9dbd6975cce6c792.pdf
Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and Learning at a Distance: Foundations of Distance Education (sixth ed.). Charlotte, , NC: Infomation Age Publishing, Inc.
Samuel,
ReplyDeleteThe revolution of assessments is about the students and the contextual impact. I couldn't agree more. I found so much information that supports assessments as being a way to motivate the learner. The revolution is that we want students to apply, implement, practice and then teach that content to others. The traditional assessments of multiple choice, true and false and short text book answers doesn't facilitate problem based learning or student centered learning at all. These traditional assessments create a competitive classroom environment that has a reputation of creating external reward seekers not critical thinking problem solvers. The revolution in my opinion is about motivation.
I look forward to your next blog! Talk to you soon,
Sharee
I agree with your statement that is isn’t the technologies that are used but how they are used. With all the emphasis on technology in education, I think sometimes we can lose sight of this and put all the emphasis on the tool rather than how it’s used. In my school, every kid has a device and so we’re all trying to find ways to make sure we’re using technology, but not always making sure we’re using it in the best way to create the best possibility of learning for the students.
ReplyDeleteI also liked your point that tests and quizzes are really good at telling us what students can memorize, but not one that tells us what students actually know. Bloom’s taxonomy and others have told us that the best way to know what students know is to have them create something (or even teach it to someone else), and yet we emphasize testing that tells us only a small part of what students actually know.
Thanks,
Lee Ann