Assessment in Blended Learning
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This document discusses assessment methods in blended learning. It begins with defining blended learning as the deliberate integration of online and face-to-face learning. Some benefits of blended learning mentioned are higher student retention, improved outcomes, meeting diverse learning styles and needs, and strategic use of classroom time. The document then defines assessment as evaluating who, what, when, how, and why to assess in a course. Different types of assessment are discussed, including diagnostic, formative, and summative assessment. Assessment tools available for blended learning are also outlined. The rest of the document covers how assessment differs in blended learning due to increased flexibility and personalization. Challenges of assessment in blended learning are mentioned, such as
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Assessment in Blended Learning
- 1. Assessment Methods in bLearning (Hybrid Learning / Flexible Learning / Technology-mediated instruction / Web-enhanced instruction / Mixed-mode instruction) m nagaRAJU
- 2. What is bLearning? What is assessment?A B C D Why assessment? What is assessed? How is assessment in bLearning different? What are types of assessment? What are tools available? Assessment Methods in bLearning Contents E What are some challenges? How to overcome them?
- 3. What is bLearning? What is Assessment? A
- 4. m nagaRAJU What is bLearning? deliberate and effective integration of Online Learning Face-to- face Learning to instigate and support learning a hybrid Modes of delivery Rotation Flex Enhanced Virtual Self-Blend
- 5. Why bLearning? 01 03 02 04 Higher student retention as well a s increased pass rates. Greater stu dent engage- ment and achievement. Improved outcomes Meet the needs of auditory, verbal, visual, kinesthetic, social, solitary, logical learners. Meet styles of learning Reduction of seat time. Classroom time can focus on deeper analysis or discussion of the topics Strategic use of class time Student interests, pace, place and path are taken into consideration. Meet diverse needs m nagaRAJU
- 6. m nagaRAJU Poll Question What do you think is the future of blended learning? A) will be forgotten soon B) will stay beyond lockdown C) will gradually gain strength D) soon be the most popular mode
- 7. m nagaRAJU Expanding Impact Future Blend is the Best Present Past Largely separate systems bLearning booming P
- 8. m nagaRAJU What is Assessment? Who should assess? (whose viewpoints) Who should be assessed? (Ss, Ts, course leaders) What should be assessed? (teaching quality, learning outcomes, resources, course) When to assess? (before, during, after, once, multiple times) How to assess? (which data, what criteria) Why to assess? (realization of objectives, course pertinence, cost effectiveness)
- 9. m nagaRAJU Exercise Read this text and frame a question: Shyamala went to the market. She bought some bread and butter. Then, she bought a bottle of jam, a packet of tea and some sugar. Then she went home to cook something to eat.
- 10. m nagaRAJU Self Assessment Where did Shyamla go? What did Shyamala buy? How many things did she buy? Why did she return home? List the non-count nouns in the text.
- 11. m nagaRAJU Self Assessment Did Shyamala buy healthy food? Explain. What kind of food do you think she would pr epare after returning home? Which part of India do you think she is from? Why do you think so? How is her food the same or different from your own?
- 12. m nagaRAJU Features of Assessment Validity (does it measure what it is supposed to measure?) Reliability (test/retest, internal consistency, inter-rater reliability) Washback (effect on teaching and learning) Practicability (resource availability)
- 13. Why Assessment? What is assessed? B
- 14. m nagaRAJU Pre-Assignment Why did I send that video assignment? to assess your skill levels What skill levels? assessment skills How can I know them? the quantity and quality of your questions What to do with such findings? change our own teaching strategy
- 15. m nagaRAJU Why Assessment? monitor student progress run quick comprehension checks place Ss at appropriate level get washback to redesign create engaging assignments craft dynamic courses create personalized learning plans form effective Ss groups student experience identify training needs
- 16. How is Assessment in bLearning different? C
- 17. m nagaRAJU Assessment in bLearning Flexibility Choice Personalization Variety of assignments Self reflection & self assessment Authentic assessment (application)
- 18. Types of Assessment Tools Available D
- 19. to identify areas of difficulty and strength Diagnostic (before learning) to record overall achievements at critical points Summative (after learning) to monitor the progress of students’ learning Formative (during learning) m nagaRAJU Types of Assessment
- 20. m nagaRAJU Types of Assessment Factual Inferential Vocabulary Experiential LEVELS OF ABSTRACTION LOT HOT Knowledge: recall of specific information Comprehension: understanding Application: converting abstract content to concrete situations Analysis: compare/contrast content to experience Synthesis: organization of thoughts, ideas and information from content Evaluation: judgment, personal reflection
- 21. m nagaRAJU Tools for bLearning Zoom Google Classroom Microsoft Teams Moodle Blackboard Canvas Classcraft
- 22. m nagaRAJU Tools for bLearning Assessment http://myquiz.org/ 448492 https://edpuzzle.com/open/ kelkibi
- 23. Tools To Embed Questions in Videos https://edpuzzle.com/ https://www.techsmith.com/video-editor.html (camtasia.studio) https://explaineverything.com/ https://go.playposit.com/ (Educanon) nagaRAJU To make your video effective: 1. choose short videos (under 6 minutes) 2. Choose compelling visuals 3. Ask clear, concise questions 3. Use minimal text 4. Sound enthusiastic & inspiring 5. Personalize & be authentic 6. Encourage students to take guided notes
- 25. m nagaRAJU bLearning Challenges Policy issues (financial, technical & human resources) Instructor training Redesigning course schedule Effective infusion of technology Access to technology and infrastructure Real-time data practices
- 26. m nagaRAJU A Possible Solution Ask students to create three to five test questions each. Tell them that you will use those questions on the actual test. Compare what students think is important to what you think they should focus on. Revise presentations to address what students did not cover. Use some good student questions for test review exercises. Student Generated Assessment
- 28. Using an LMS nagaRAJU Keep things organized All-in-one teaching-learning arena Overview of test scores and progress Graphical analytics Create dynamic feedback Allows fluid movement
- 29. Hyflex (Hybrid-Flexible) Courses nagaRAJU Ensures switching back and forth between in-person and online participation, between weeks or even class sessions. Students choose what kind of learning experience works best for them. Helps students take initiative and engage further in course material. Greatly useful for schools with students from over a large geographic area. Flexible solution to overcome classroom space and budget constraints. Increased flexibility for students while maintaining academic rigor. Instructors are required to build two parallel versions. Instructors have to be comfortable working with technology. Course management systems need to be in place for use. Students need to have technical competency and understanding of hyflex.
- 30. Evaluation Criteria Combination of learning outcomes and measures of student satisfaction and student engagement Measuring learning outcomes: ● Grades and marks, activity, attendance, and dropout rates. Caution to motivation! Measuring student satisfaction: ● Self-report questionnaires to investigate students’ satisfac tion based on personal experience Measuring student engagement: ● “the active participation of students and staff and stude nts working in partnership”, (SEHEJ). Behavioural, emotional, cognitive engagement (Trowler , 2010) ● Quantitative: measures of attendance and submission of work, Questionnaires ● Qualitative: interviews, focus groups, observations, etc.
- 31. Evaluation Frameworks for bLearning ● Web-Based Learning Environment Instrument (WEBLEI) ● Hexagonal E-Learning Assessment Model (HELAM) ● E-Learning framework ● Technology Acceptance Model (TAM) ● Rubric-based frameworks ● Conceptual framework for evaluating bLearning
- 32. Web-Based Learning Environment Instrument (WEBLEI) ● Questionnaire investigating students’ perceptions and experiences of online learning environments ● 4 Scales: 1. Emancipatory activities[independence]: convenience, efficiency and autonomy 2. 2. Co-participatory activities: flexibility, reflection, quality, interaction, collaboration and feedback 3. 3. Qualia [experience]: looking at success, confidence, accomplishments and interes t 4. 4. Information structure and design: how well the course and learning materials are structured and designed
- 33. HELAM (Hexagonal E-Learning Assessment Model) (Ozkan & Koseler, 2009) ● Perceived learner satisfaction ● Six dimensions ● Main instrument: Questionnaire (+Focus grou ps for A1) 6 dimension 1. Supportive issues: policy issues about use of elearning system. a. Exam ple: If the use of U-Link was optional, I would still prefer to use U-Link as a supportive tool as it helps my performance in the module. 2. Learner ‘s attitudes: learners’ perspective towards elearning. a. Exampl e: U-Link improves my success in the module. 3. Instructor’s attitudes: how students found instructors teaching. a. Exa mple: The instructor follows up student problems and tries to find out solution via U-Link. 4. System quality: concerns system usability and technical characteristics. a. Example: The program directions and navigations are clear. 5. Information content quality: educational content. a. Example: Course c ontent and presentation gain attention. 6. Service quality: issues about the service as a whole. a. Example: I do no t experience any problems during registrations
- 34. E-Learning framework (Badrul Khan) Dimensions ● Pedagogical: teaching & learning. Ιssues: Analysis of content, audience, goals, media, desig n approach, organization and methods and strategies ● Technological: technology infrastructure. Ιnfrastructure planning, hardware and software. ● Interface design: overall look and feel of e-learning programs. Page and site design, conten t design, navigation, and usability testing. ● Evaluation: both assessment of learners and evaluation of instruction and learning env. ● Management: Maintenance of learning environment and distribution of informatio. ● Reso urce support: Online support and resources required to foster learning ● Ethical considerations: Social and political influence, cultural diversity, bias, geographical di versity, learner diversity, information accessibility, etiquette, and the legal issues. ● Institutional: issues of administrative affairs, academic affairs and student services related t o e-learning.
- 35. Technology Acceptance Model (Davis, 1993) Questionnaire focusing solely on the technolog y aspects of bLearning and how they affect user satisfaction and course retention
- 36. Rubric Evaluation Frameworks “Rubrics usually contain evaluative criteria, quality definitions for those criteria at particular levels of achievement, and a scoring strategy”, Wikipedia Criteria for e-le arning: ● learning, learner support, course organization, assessment, design and the use o f technology
- 37. Conceptual Framework (Bowyer & Chambers, 2017) Dependent variables: Outcomes Independent Variables: In 3 spheres of influence: 1. Situation: wider context, institutional elements 2. Course organisation: design and planning, content, technology and assessment 3. Individual perspectives: learner and teacher elements + crucial features of com munication, interaction and collaboration
- 38. One Minute Paper (OMP) Only 3 questions: 1. What was the most interesting thing you learned during this activity? 2. What questions remained unanswered? 3. Summarize the main point of today’s educational activity in one sentence. An everyday tool for evaluating outcomes. Can be used in any type of education al activities for continuous evaluation.
- 39. Tiny Mid-Term Evaluation Tool An easy tool to evaluate the instructor. Ask students to anonymously fill-in their proposals right after these 3 words... Continue….. Stop…… Start……..
- 40. Approaches for Evaluating Blended Courses (Savoie -Roskos et al., 2018 ) ● Combining different approaches: ○ Student Evaluation and Assessment ○ Peer Evaluations ○ Instructional Design Evaluations ● Continuous evaluation: before, during, and after the course
- 41. Approaches for Evaluating Blended Courses (Savoie -Roskos et al., 2018 ) Quality in online and open education Very interesting Report: Quality models in online and open education around the globe: State of the art and reco mmendations Three significant main areas related to quality in online learning, including e-learning So urce: (Ossiannilsson et al, 2015). Used under the Creative Commons-License
- 42. Learner satisfaction and Engagement Behavioural (students’ actions. For example, class attendance, submission of work, cont ribution to class discussion, or participation in extra-curricular activities) Emotional (students’ affective reactions in relation to their learning, an emotionally eng aged student might report that they were interested in their course and that they enjoy ed learning.) Cognitive (students’ psychological investment in their learning, the desire to go beyond the requirements of the class and the adoption of metacognitive learning strategies) there is no one particular instrument that is see n to be the most effective for evaluating bLearn ing
- 43. Online Assessment Advantages Randomisation of test items or answers Flexible or fixed time limits for assessment Entire test at a time or one item at a time One sitting or self paced Proctoring (test taking protocols) Multiple-choice items at multiple levels Higher application, analysis, synthesis, or evaluation
- 44. Online Assessment Challenges The first step to assessing online work is to prepare each assignment. Since students may not have you around to ask questions, you need to anticipate the types of information th at students need. There are some standard items to include in your instructions for all ty pes of online assignments: • Name of the assignment (This should be the same name as listed in the syllabus). • Learning objective(s) to which this assignment relates. • When th e assignment is due. • Any resources that you recommend using to complete the assign ment. • Expectations (length, level of effort, number of citations required, etc.). • Level o f group participation (individual assignments, group or team projects, and entire class pr ojects). • Process (how students turn in the assignment, if they provide peer review, how peers give feedback, how you give feedback). • Grading criteria (include rubric if you are using one). By including these items, you give students a better idea of what you want th em to do.
- 45. Three Elements of Engagement relating to students’ actions. For example, class attendance, submission of work, contri bution to class discussion, or participation in school-related activities (e.g., extra-curricu lar sports or school governance). Behavioural relating to students’ psychological invest ment in their learning. For example, the d esire to go beyond the requirements of th e class and the adoption of metacognitive learning strategies. Cognitive relating to students’ affective reactions in rel ation to their learning. For example, an emot ionally engaged student might report that th ey were interested in their course and that t hey enjoyed learning. Emotional m nagaRAJU
- 46. Formative Assessment players don’t have to wait for the whole class to answer a q uestion. Quizizz immediate insight. auto-pop ulated results to determine the best instructional appro ach . Socrative embed interactive activities dir ectly into your presentation. Poll Everywhere real-time formative assessme nt data without the need for student devices Plickers fun learning game in minutes. Add videos, images and diagr ams to your questions to amp lify engagement! Kahoot! m nagaRAJU
Editor's Notes
- Many have raised questions about whether to resume face-to-face learning experiences or stick to strictly online learning this season in a way that is both physically safe and educationally sound for students and faculty members. A number of institutions still face significant increasing pressure to re-open from students and their families. This raises questions about the college student experience, both inside and outside of the classroom. Institutions now must question whether hybrid methods of learning are any better than moving forward with purely online learning, or returning to in-person classes.
- What do we do with the results? (most important) Example demos –edpuzzle, zoom poll, myquiz, forms google etc Need to train teachers in assessing, poor paper setting models
- It is not different from learning. It is a form of learning. Explosion of countless tools and technologies on the education scene. New ways to deliver, enhance and assess content. Education and assessment need to be redesigned to transform the flow and function of teaching / learning. Teachers need customizable instructional delivery models to retain teacher authenticity and to demonstrate teacher’s interest and investment in learner experience. Meeting different needs and learning styles. ❖ Provide more flexibility with regard to when and where students choose to learn ❖ Both instructors and students have the opportunity to develop their technology skills. ❖ Students prefer courses that have some online components. ❖ Enhance learning by allowing the use of pedagogical strategies that are not possible without learning technologies.
- There are several methods of evaluating bLearning programmes. These differ in their methods (e.g., which data they use), which aspects of bLearning are focussed on (e.g., technology, course content), whose viewpoints are considered (e.g., students’, teachers’, administrators’) and the criteria used to make judgements about the success of particular programmes. Generally, evaluation criteria include a combination of data about course outcomes (attendance, retention and students’ marks) and measures of student satisfaction and student engagement.
- Washback What is working, what is not? What needs additional support? Differentiated instruction? Practicability Availability and limitations of resources
- How many, how frequently, how, when, where, what, etc.
- If a bLearning model emphasizes greater flexibility, choice, and personalization of learning, then assessment practices need to do the same. In order to do this, assessment needs to be directly correlated to the learning outcomes of each course. Authentic assessment—assessing student abilities to apply knowledge, skills, and attitudes to real world problems—is not only possible in an online environment; it is getting more popular. Faculty who evaluate their students’ performances by using a mixture of tests – some online, some offline – have experienced more fruitful outcomes. Supplying examples to read as text online or offline proves to be helpful. Presenting video explanations or examples online, where students can view a snippet of the content repeatedly gives enough exposure to solidify an idea or concept. Any tool that can be afforded the student should be considered to improve learning.
- With at least a moderate amount of commonsense these evaluations could be useful in gathering insight into what works and what does not work in education. Although the emphasis on assessment has produced a wealth of literature, legislation, initiatives, reforms, and professional development, the vast majority has focused on assessment of learning (summative assessment) rather than assessment for learning (formative assessment). Formative assessment provides feedback to adjust ongoing teaching and learning to improve achievement during the process of instruction. What makes formative assessment ‘formative’ is that it is immediately used to make adjustments to instruction to meet the needs of the learners during the construction of understanding; to drive instructional decision-making and allow the instructor to “take the temperature” of the class. Proficiency: to measure ability Achievement: to measure progress Placement: to assign to levels
- Selected Response: to choose correct answer Constructed Response: to produce the response Personal Response: to give individualized response
- Students love seeing videos that their own teachers have recorded! We can deliver direct instruction through videos, without sacrificing personality or authenticity. It makes a huge difference. Putting direct instruction into videos allows students to take control of their own learning. But like any academic skill, self-direction is hard and must be scaffolded for students. Otherwise, students who are great at self-management flourish, while students that aren’t only fall further behind. This leads to a highly unequal classroom where successful students learn fast and independently through an online portal, while unsuccessful students fall quickly through the cracks and feel lonely and lost. Set hard end-of-unit deadlines, which prevent students from falling too far behind and allow students to reset at the end of each unit. Make the classroom a controlled-chaos environment of authentic learning.
- Essential for bLearning to succeed. 1. Comprehensive teacher or tutor training 2. Ongoing evaluation 3. students’ equitable access to technology How much weightage to testing? How many tests/are required? How to avoid creating a “high stakes” environment? What are expectations from online assessments? How to compare auto-scored online quizzes and project-based assessments? How to strike the right balance in bLearning courses? How to incorporate formal and informal assessments into bLearning? Will these all take place face-to-face, online, or in a combination?
- “What,” I asked “were YOU learning from your students during the different phases of the lesson?” The challenge: truly enhances the quality of students’ learning experiences.
- Standards and methods that have been studiously crafted to teach in f2f sessions cannot simply be doubled-clicked into an online environment. An LMS will usually allow the instructor to create dynamic feedback depending on the answer a learner will give to a specific question. For instance, in a multiple-choice test if the learner chooses answer B over the correct answer C, the appropriate feedback will be given back to the learner, indicating fault in the thought process, or hints as to why another answer would be more appropriate. an LMS gives the instructor an overview of test scores, progress, and growth with graphical representation to make the analysis even easier to grasp especially when the class size is very large. That way, an instructor has the ability to analyze which students scored the highest/ lowest, and which questions were hardest/ easiest for the majority of students. Reporting is a handy tool that allows the instructor to see trends and act upon them to improve the curriculum.
- Typically, instructors or course designers decide which elements of the course content are best delivered in real-time learning environments and which are most effectively delivered through an online course platform, and divide up learning activities accordingly. However, by contrast, in hyflex courses, professors “don’t have that luxury. You want to be able to create a fully online version and a fully face-to-face version and find ways to bring them together into a single course experience that has multiple participation paths … And the student gets to control whether they’re doing it online or in the classroom. The goal of hyflex course designs is to give students access to equivalent learning experiences, whether in-person, synchronously online, or asynchronously online. There are benefits to each mode of delivery: in-person and synchronous online learning provides a sense of immediacy, access to instructor body language and non-verbal cues, as well as conversational interaction. Asynchronous online learning allows students to pace themselves and permits individual reflection. This method of learning is also more flexible for those who may work part-time, have childcare responsibilities or have less predictable daily schedules.
- you could ask students to create a video advertisement that demonstrates the application of marketing principles, an audio recording that demonstrates mastery of inflection and tone when speaking Mandarin Chinese, or a PowerPoint slide show with audio clips that demonstrates competency with teacher education standards. The age-old practice of storytelling has been “remastered” as digital storytelling through blogs, wikis, podcasts, and more. Students are taking advantage of these new media formats to illustrate that they have met certain requirements. In some cases, each product becomes an “asset” or “artifact” in a larger electronic portfolio that contains items for a single class, an entire program or department, or all curricular and co-curricular work that a student does.
- Implementing a bLearning programme requires coherent and co-ordinated planning to be successful. Policy issues that need to be considered include strategic planning of financial, technical and human resources, course scheduling (e.g., if fewer face-to-face lectures will take place), and tutor and student support.
- Teachers have used formative assessment for decades as a method to get feedback about how students are progressing in their learning (see education.com). But formative assessment is particularly in the spotlight now because it features so prominently in emerging blended learning programs. In fact, it's hard to imagine effective blended learning without strong formative assessment at its foundation. Formative assessment takes place throughout the learning process to fine-tune instruction and spot deficiencies. Blended learning makes the pathways flexible, however. That flexibility escalates the need for formative assessment, which can gauge student progress and then inform the choice of pathway forward. Bended learning programs are using all-in-one software for formative assessment and for delivering adaptive content. Most of the largest online course providers integrate formative assessment into their online courses. One important caution is that a surprising number of online courses do not try a different approach or even take students back to review when they perform poorly on a formative assessment. Those courses seem deficient in a fundamental way. People probably associate the term “assessment” with quizzes and exams. In reality, these high-stakes activities represent a small subset of assessment opportunities. Most of our experience with assessment usually comes in the form of summative assessments which are valuable because they let us know whether our students have successfully learned what we wanted them to learn. Summative assessments, however, are limited in that they provide little information to guide teaching because they usually serve as the endpoint of some instruction. Whereas summative assessments are assessments “of” learning, formative assessments are assessments “for” learning.