Dr. Wilkinson,
This "process" does provide a lot of feedback to the students, and since the Calculus Course is an intensive 5 Week course, students are often over whelmed! They are all adults, but many lack the recent practice in Algebra (and even arithmetic!) to grasp it quickly! The 30-40 hour workload I noted is heavy, and is what is required from me each week! However, we also ask the students to put in 30-40 hours per week in the course, and this must be done in addition to full time jobs and caring for a spouse and children. Something usually has to give!
Anthony
Students often are not sure which versions of the software are needed for their classwork.
Anthony,
Wow, you have a great system. I love that you make math real life relevant. You have really worked through a process that provides multiple points of assessment for a student that provides you with rich feedback. Do you feel that it is too workload heavy for you?
Dr. Kelly Wilkinson
Nicole,
Great points! You as the instructor have to be able to get data from the tool also. I have had that happen.
Dr. Kelly Wilkinson
Dr. Wilkinson,
I feel it is important to cover at least three learning styles which can also allow for different grading styles and types of feedback.
I have been teaching Calculus and College Algebra online for over 8 years, and believe we have developed a good mix of learning and assessment tools. In quick summary,
1. Online Tests are used from a “test bank†and the answers must be typed back in by the students using symbols from a “math paletteâ€. It is sometimes difficult to get the students to fully understand how the “math palette†works, but it does provide a clear and unambiguous grade to the student on completion of each module. There is never a question of the Instructor being biased in the grade!
2. Projects are used which are very similar to a “take home†test, but mathematical work steps and answers must be typed in on the final document being submitted. Again this is somewhat unambiguous as the answers are either right or wrong. However, it is often easy to see where a student makes a simple error in the last step, and almost full grade can be given!
3. Discussion Board threads are used which are similar to WebQuests. These are excellent in determining whether the student can apply the mathematics learned in a “real world situation. The posed problem has to be clarified by a web search to be sure of what is really being asked. (This mimics real life a great deal, as mathematical problems rarely "arrive†as simple algebraic equations!). These allow the students a lot of flexibility to define what problem they are working on, and how it will be solved. These are excellent learning approaches, but do require far more work in grading as each student’s work has to be completely researched, understood, and then worked through by the Instructor. This can take 30-40 hours alone for 30 students in the class!
Comments?
Anthony
When assessing the use of technology assessment tools in an online learning environment, I believe the three most important things to consider are how steep is the learning curve, is the tool reliable (or have a proven track record, and how effectively it performs the type of assessments needed. If a tool is difficult for the instructor to master it is likely the student will also have trouble. Chances are that if a tool has received positive reviews and others have used it, it is likely to be an effective tool. An instructor would have a community of other users as resources for learning to use the tool. Finally, the assessment tool has to align with the learning objectives.
Karen,
You are the first to mention SCORM! You make a great point. You always should look at the student view. You really have to have the access a student does. nice post!
Dr. Kelly Wilkinson
1) As with everything else in course design, I start with the course objectives. The assessment tool must fit the objective being measured.
2) I assess the students comfort with technology. Some students are very proficient, however, there are others who are very intimidated. Students are anxious about assessments/evaluations regardless of format, so I want to minimize the anxiety related to technology.
3) Be sure the tool works! I once used Hot Potato to create a crossword puzzle and uploaded it as a SCORM file into Moodle (our LMS). From my instructor view in Moodle, it worked fine. But from the student view, there were some areas of non-functionality. What I had intended as a fun exercise became a real challenge.
samia,
I agree wholeheartedly. I find that most millennials will ask before they will search because it works for them. Nontraditional students will ask as some will avoid the technology as much as possible.
Dr. Kelly Wilkinson
samia,
Great point especially 3. You have to be able to pull data from the tool. This can be such a barrier for the instructor.
Dr. Kelly Wilkinson
Gail, I agree with you in terms of directing and guiding learners to the help source rather than creating a dpendency which is contra self help initiative.
Thank you for sharing this valid post.
Samia
Dr. W, I think the 3 are:
1. is it learner friendly
2. does it accomodate all learning styles
3. does it offer a learning based feedback
Lois,
It is important to provide a variety of learning experiences and to a certain extent a variety of assessments to measure learning.
Dr. Kelly Wilkinson
Lois,
You make such as great point!!! It is best if you can keep all work contained in the LMS. You know the tool, students know the tools and you can control and track assess. When you use another tool especially when it is open sources, there is always a risk.
Dr. Kelly Wilkinson
Aaron,
You make a great point. The summary feedback that allows you to determine the assessment as well as the students' feedback is so important.
Dr. Kelly Wilkinson
Perry,
You make a great point about instructor ease with the tool trickles down to students; it really does. They "feel" the confidence you have in the tool.
Dr. Kelly Wilkinson
Jared,
I had not thought about the audience, but it makes sense. Different students have different needs at different levels in their education.
I agree that learning style is an important consideration. I have threaded discussion questions where students sometimes read items and discuss, and others that are audio files of simulated case studies.
Lois
The first thing for me is to assess whether our LMS is capable of utilizing the tool. I prepared quizzes in the form of matching and crossword puzzles only to find that our LMS could only really utilize multiple choice. We did use the other types of quizzes, but they had to be administered differently than the easy multiple choice ones. I had to make the decision to go ahead with the use of tools for assessment that were not totally aligned with the LMS, but they still worked well and were appreciated by the students.
The second thing that I consider is whether the type of assessment tool will actually assess what I want to assess. If I am looking to see if students learned the facts or sequences of something I can give a quiz or test. If I want to see if they can think logically to solve problems then a tool that is more application is required.
The third important thing to consider when choosing an online assessment tool is whether the students will be able to understand what is being asked and if faculty can correctly administer and grade the assessment. Rubrics are required for all assignments and even the discussions so that faculty can grade fairly and consistently.
Lois
1. Ease of use
2. Offers summary feedback as well as detailed explanations
3. Allows for accurate portrayal of student's work.
The first has to be the instructors fmiliarity with the tool. This will trickle down to the students.
Second would have to be the ability of the students to come up quickly in using the tool.
Finally, the end results from the class where the tool was used. Did it enhance the learning experience, and did more students pass, or gain a better understanding of the subject.
Perry
