Documentation:Assessment/Formative Assessment Ideas
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Revision as of 13:24, 7 May 2014 by Smauricio (Created page with "==Feedback Practices== * Written feedback focused on 2 or 3 key areas rather than being too general * Share drafts of assessments with peer or OLFM for feedback before submit...")
- Written feedback focused on 2 or 3 key areas rather than being too general
- Share drafts of assessments with peer or OLFM for feedback before submitting final version to OLFM for grades
- Use formative assessment to encourage and motivate students by offering given positive feedback regarding student's learning strengths.
- Practice formative assessment techniques (rubrics, self evaluations, discussions....) throughout the course, rather than just at the end of course.(e.g. listen to what the students are saying including thier questions to you and modify the course as you go along).
- Use formative assessment to encourage and motivate students by offering positive feedback regarding student's learning strengths.
- Have students complete a portfolio (e.g., discussions, self-reflection, artifact, etc) to demonstrate how and link to academic sources when they have met questions or it is noted that they are "missing the boat" on some aspect of the activity.
- Students do a self assessment at the beginning of the course and then develop a learning plan which they can use as a tool for self evaluation later in the course.
- Facilitator posts Assignment Tips requesting that students "reply all" with The process of doing this allows the student to see their questions and thoughts. Students then all have the same understanding of the Assignment.
- Provide a rubric at the beginning of the course to set the expectations and implement a student portfolio to give present and future formative feedback.
- Have students complete a portfolio (e.g., discussions, self-reflection, artifact, etc) to demonstrate how they have met learning outcomes in the course.
- Facilitator has a "bank of comments" that are provided to all students throughout the course on a consistent basis. For example, same feedback given in Discussions as in the Assignments.
- Put students in pairs/groups to do work, and the students can give each other feedback. Give students pre-prepared rubric to follow rather than just getting 'good job' as feedback.
- Form a study group where students share possible questions with each other and try to answer them before final exam
- Include more practice tests and exams so students can self-assess
Challenges and Solutions
Continuous enrollment, self-paced course w/ 100+ students
- How to offer formative feedback when their assignments are generally multiple choice quizzes and exams; if the course has essays or means for long answer evaluation then feedback can be facilitated with discussion boards
- Difficult for students to evaluate each other as they pace themselves; so even trying to form groups based on similar enrollment dates doesn't facilitate mutual feedback
- Objectives must be clearly established in order for formative feedback to be offered that evaluates competency
- Use of the quiz in Blackboard seems to be one of the best options
Current Practice Examples
- I am currently teaching a dynamic web and an online nursing course in the Return to Registered Nursing Practice Program (RRNPP). Formative assessment is done through prompt reply to student postings on module activities and in "conversation corners" as well as responding to email inquiries. As well, both courses have numerous assignments and feedback is provided to students on their submissions. Group work is encouraged and required for some activities and I respond to their discussions during these activities, as do other students. All of these activities are types of formative assessment techniques (rubrics, self evaluations, discussions....) throughout the course, rather than just at the end of course.(e.g. listen to what the and students are saying including their questions to you and modify the course as you go along).
- I could do better by developing a solid set of resources for anticipated questions. Currently, as I have taught these courses only twice before, my resources outside of those provided in the learning outcomes activities are slim and I need to seek out further resources in anticipation of student needs.