Download Assessing the Online Learner: Resources and Strategies for by Rena M. Palloff, Keith Pratt PDF

By Rena M. Palloff, Keith Pratt

Written by way of Rena M. Palloff and Keith Pratt, specialists within the box of on-line educating and studying, this hands-on source is helping larger schooling pros comprehend the basics of powerful on-line evaluation. It bargains tips for designing and enforcing inventive overview practices tied on to path actions to degree pupil studying. The ebook is stuffed with illustrative case reviews, genuine exams established in real-life software of strategies, and collaborative actions that verify the standard of pupil studying instead of hoping on the conventional equipment of measuring the quantity of knowledge retained.

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Extra info for Assessing the Online Learner: Resources and Strategies for Faculty (Online Teaching and Learning Series (OTL))

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Applies relevant professional, personal, or other real-world experiences and extends the dialogue by responding to the examples of peers. Validates position with applicable resources and supports the learning of others through the contribution of additional resources. Responds to fellow learners, relating the discussion to relevant course concepts. Feedback is substantive most of the time. Applies relevant professional, personal, or other real-world experiences. Consistently supports position with additional resources.

What action that anyone (teacher or student) took in class this week did you find most puzzling or confusing? 5. What about the class this week surprised you the most? ) Yet another means by which self-assessment and formative assessment can be linked is through the use of web-based tools, such as the Student Assessment of Learning Gains (SALG). Designed predominantly by science instructors at the University of Wisconsin who were concerned about assessing how well students understood and were integrating material presented in a course, the site can now be used by instructors from any discipline interested in knowing how well course elements are promoting learning.

The instructor should certainly retain the determination about what to assess, how to assess it, and how to respond to any evaluation material gathered through the reflective material submitted by students. It is, after all, the instructor’s responsibility to record a final grade for the course and to follow up with those who are not performing. However, the information gathered through collaborative assessment should not be given less emphasis than the information gathered through direct observation or evaluation by the instructor.

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