Direct and Indirect Assessment - options in higher education

I wanted to take a moment to reflect on Week 3’s BlendKit2015 course that I’m taking. In this module, we will address formal and informal assessment. We will also define authentic assessment. We will talk about the different options for assessment and some of the benefits and disadvantages of the options. For anyone who has been following me for a while, you may know that I have conducted a great deal of research on assessment. Some of this research was conducted during my doctoral program. However, assessment has become a bigger issue for universities worldwide as the assessment agencies in higher education demand proof of learning outcomes. I have been actively involved in the assessment process for the school of business at Point Park University. One of the biggest challenges with assessment is the misconception of what assessment is. All courses (regardless of format – F2F, hybrid/blended, or online) must have assessment to ensure that the students are meeting the objectives. An instructor should make connections between the learning objectives, course activities and selection of tools to accomplish the tasks (Riley, et al, 2014). In each module, instructors must ensure that students are learning. Students often learn more when they can see practical application in the lessons. Additionally, allowing students revise assignments (after instructor feedback) for improvement, can be helpful for ensuring that they are meeting the objectives. One of the most common assessment tools online is the use of multiple choice exams. These exams are easy and quick to grade, however, the use of online exams can allow students the opportunity to cheat (unlike exams in the classroom where professors are watching the students take the exam). If the course is hybrid or blended, creating non-graded practice exams can be helpful for student’s performance on an in-class graded exam (Walker et al, 2014). There are two major types of assessments: Formal and Informal. Formal Assessments may include: Quizzes/Tests (easy to grade) When offering tests online, I suggest using randomization of test items. Additionally, put a time limit on the exam. Establishing rules for the assessment (must be completed in one setting, etc…) is essential. Although these rules will not guarantee that students will not cheat, it will make it more difficult. Another option for online exams is to create more scenario based questions (rather than the factual questions that are often included in the instructor materials). Other options include requiring students to view a chart/graph and select the most accurate interpretation or collaborate with classmates about selection and justification of answer). Another option in formal assessment is essays. These are more subjective and require more time to grade. Discussions could occur in the Discussion Board, Essay exam (assessment tool), or Essay/Paper (Assignment) tool. Projects are another option for direct assessment. Authentic assessment requires “assessing student abilities to apply knowledge, skills, and attitudes to real world problems” (BlendKit2015). There are so many different types of assessment strategies including: • Text-based • Essay • Glossary • Manual creation • Technical writing • Reflection • Web page/Website (or blog) • Presentation • Audio • Video The correct assessment strategy is often determined by the type of class that you are teaching and the discipline that you are teaching it in. Whatever you choose, you must have a method to evaluate the students work (grading rubric). Students need to know your expectations for each of their assignments. You will want to include pertinent information such as the assignment, learning objective, due dates, resources needed to complete it, expectations (length, # sources), participation requirement (individual or group), process (how it will be turned in, if there will be peer review – how peers will review) and grading criteria (BlendKit 2015). Informal assessments are a key way to make a quality course. These types of assessments help the instructor gauge student learning. Non-graded practice exams or self-tests are an example. Collecting anonymous input from students during and after the course can be helpful when revising the course. Another type of activity that can be used in an online course is “the one-sentence summary” (BlendKit2015). Personally, I have never heard of this activity. This activity is designed to demonstrate whether students were able to synthesize the objective. Students answer 7 questions separately (Who, Does What? To Whom (or What? When? Where? How and Why? Then, students put this together in one sentence. In a business class, this could be an activity that students complete in a discussion forum after reading a case study. You can require students to read and respond to peers. Another unique activity for students is allowing them to create test questions. In BlendKit2015, the authors suggest allowing students to create 3-5 questions. In the assignment, the instructor will agree to use a certain number of questions on the actual test. This allows the instructor to see what the students feel are the most important content. The instructor can then address areas that the students did not cover in test questions (but the instructor feels are important for the course). Regardless which method(s) that you use to assess, it is important to use assessment to determine if the student is meeting the course objectives. When instructors see a gap between what the students have learned and what they need to learn, the instructor has the opportunity to “fix” the issue. For example, an instructor may create video explanations or examples online to help students to solidify an idea or concept. Stay tuned for Week 4’s feedback on BlendKit2015. I highly recommend this MOOC for anyone currently teaching online or hybrid/blended. It is a great summary of pertinent information.