Describe how this type of assessment can be used in eLearning. What makes performance assessment truly worthwhile in eLearning? What can you foresee as the pitfalls and problems with performance assessment in the eLearning environment?
A performance assessment requires that the students use what they've learned and create a final product with that knowledge. The final product is often in the form of something that the student creates or keeps as evidence of his/her learning. For instance, at the end of a unit the student might create a variety of differentiated activities pertaining to the unit and course or unit objectives.
Performance assessments lend themselves well to Elearning because many tools available for creating assessments can be easily completed online and with online tools such as web 2.0 and Google.
The problem with online learning is that sometimes instructors will assign items online simply because they are online and not because they are the best way to assess the objectives. I've seen teachers add online components to courses with no real reason or benefit other than that it is, "online." Sometimes technology is a buzz word and not utilized correctly.
Saturday, December 3, 2011
Wednesday, November 23, 2011
Blog 6
A fixed response for writing will leave the answer options limited. For a writing prompt that is fixed in nature the student would be required to know, specfically, what the answer is. For a contructed response the question can be higher level and allow the student to have more flexibility in answering. A contructed response will be answered more objectively using a detailed rubric whereas a fixed response writing assessment may have only one correct answer and only a few ways in which to answer that question. A contructed response writing assessment may be the longer essay questions and the fixed response one may be the shorter, short answer questions.
Computer based tests, once made, can provide convenience for the student and for the teacher. However, the initial setting up of questions and creating the test can be initially very time consuming. Obviously, when the computer grades the work it is grading on the information the teacher inputted. The downfall to this is that students cannot be assessed individually. For example, you might have a student whose ablities require special consideration. For a teacher graded test those students can have the benefit of the teacher's feedback and consideration of the students writing or cognitive abilities. Also, sometimes students don't test well or are unclear about directions. A teacher graded assessement can address problems of confusion. It adds the human element when the teacher is more involved. Some students may be more successful with more teacher interaction.
Computer based tests, once made, can provide convenience for the student and for the teacher. However, the initial setting up of questions and creating the test can be initially very time consuming. Obviously, when the computer grades the work it is grading on the information the teacher inputted. The downfall to this is that students cannot be assessed individually. For example, you might have a student whose ablities require special consideration. For a teacher graded test those students can have the benefit of the teacher's feedback and consideration of the students writing or cognitive abilities. Also, sometimes students don't test well or are unclear about directions. A teacher graded assessement can address problems of confusion. It adds the human element when the teacher is more involved. Some students may be more successful with more teacher interaction.
Thursday, November 17, 2011
Blog 5
Describe the differences between constructed-response and fixed-response assessments. When would you use each type of assessment in eLearning? Why?
A constructed response is going to allow the teacher to create questions that stimulate the student’s higher level thinking skills whereas a fixed response assessment may only measure basic knowledge. For a constructed response the items may be open for interpretation and may be presented in the form of short answer or long answer essays. In contrast, a fixed response requires only one correct answer.
For eLearning both constructed and fixed assessments are useful. A fixed response assessment serves better as a formative, skills based assessment so the teacher may ascertain where the students are in acquiring terminology or basic skills that require shorter, more distinct answers. A constructed test can be utilized as a pre/post to see how well the student has progressed from the instruction.
A constructed response is going to allow the teacher to create questions that stimulate the student’s higher level thinking skills whereas a fixed response assessment may only measure basic knowledge. For a constructed response the items may be open for interpretation and may be presented in the form of short answer or long answer essays. In contrast, a fixed response requires only one correct answer.
For eLearning both constructed and fixed assessments are useful. A fixed response assessment serves better as a formative, skills based assessment so the teacher may ascertain where the students are in acquiring terminology or basic skills that require shorter, more distinct answers. A constructed test can be utilized as a pre/post to see how well the student has progressed from the instruction.
Saturday, November 12, 2011
Blog 4
Constructive Responses assessments take the form of completion items, true or false, short answer, and long answer or multiple-choice tests. The advantages of all these items are that they are easy to construct, familiar to the student, and reliability. The students are used to these types of tests so one of the advantages is that students are comfortable with the format.
For completion items or fill in the blank items, a disadvantage can be making sure the items left blank are important to the objective. Since many of these responses are recalling items, it is important to make them: Meet objectives, be at or below student reading level, and limiting the number of blanks in an entry. An advantage is the ability to test key ideas or main points.
Multiple-choice questions are also reliable and easy to construct. Students are familiar and confident when taking them because the chances of getting a right answer are possible since the right answer is among the selections. A disadvantage is that the distracter answers may be too vague or too closely related to the right answer. This can make multiple choices difficult and leave more than one right answer as the choice. However, if the test is too easy obvious. The instructor needs to carefully consider phrasing and level of difficulty. Often times synonyms are used that can be misleading to the student and cause error, especially when the student knows the correct answer.
True or false questions are also easy to construct and can test recall knowledge of a chapter or unit. However, TF questions cannot delve into higher-level thinking. In addition, a disadvantage is the same as with multiple choices as the ‘wrong’ answer needs to be developed carefully and to avoid obvious wrong answers. If the test is too easy then you are not testing on the objectives but just on how to take a test.
Short answer questions can also be efficient and easy to write. These questions can start to assess higher level thinking especially are you wanting the student to explain or describe content information. A disadvantage is also in the scoring. Students may answer with reasonable responses but not exactly, what the content required. Sometimes a short answer question can be an exercise in “guess what I’m thinking” on the part of the instructor.
Long answer tests can develop higher level thinking also. However, these types of tests are often overwhelming and may be subject to rambling and off topic comments. An advantage is that the student has to provide a response in a well-written, well-organized response and therefore synthesize or evaluate information. These tests can be very difficult to grade as well as time consuming. Since every student may respond in slightly different ways, it is sometimes for the instructor to maintain accurate and consistent grading criteria.
For completion items or fill in the blank items, a disadvantage can be making sure the items left blank are important to the objective. Since many of these responses are recalling items, it is important to make them: Meet objectives, be at or below student reading level, and limiting the number of blanks in an entry. An advantage is the ability to test key ideas or main points.
Multiple-choice questions are also reliable and easy to construct. Students are familiar and confident when taking them because the chances of getting a right answer are possible since the right answer is among the selections. A disadvantage is that the distracter answers may be too vague or too closely related to the right answer. This can make multiple choices difficult and leave more than one right answer as the choice. However, if the test is too easy obvious. The instructor needs to carefully consider phrasing and level of difficulty. Often times synonyms are used that can be misleading to the student and cause error, especially when the student knows the correct answer.
True or false questions are also easy to construct and can test recall knowledge of a chapter or unit. However, TF questions cannot delve into higher-level thinking. In addition, a disadvantage is the same as with multiple choices as the ‘wrong’ answer needs to be developed carefully and to avoid obvious wrong answers. If the test is too easy then you are not testing on the objectives but just on how to take a test.
Short answer questions can also be efficient and easy to write. These questions can start to assess higher level thinking especially are you wanting the student to explain or describe content information. A disadvantage is also in the scoring. Students may answer with reasonable responses but not exactly, what the content required. Sometimes a short answer question can be an exercise in “guess what I’m thinking” on the part of the instructor.
Long answer tests can develop higher level thinking also. However, these types of tests are often overwhelming and may be subject to rambling and off topic comments. An advantage is that the student has to provide a response in a well-written, well-organized response and therefore synthesize or evaluate information. These tests can be very difficult to grade as well as time consuming. Since every student may respond in slightly different ways, it is sometimes for the instructor to maintain accurate and consistent grading criteria.
Friday, November 4, 2011
Blog 3
When taking an online class the learner benefits from mastery and repetition of content. Since much is lost in the lack of personal communication I think it’s most effective to use the growth-referenced assessment. In this type of assessment the student’s performance is compared with the learner’s prior experience (Oosterhof, Conrad & Ely, 2008). In the online college courses I teach I use a pre-test writing assessment to determine where my students are in relation to his/her writing ability. As I grade their essays and provide feedback, I can give specific enough feedback so they can make improvements in their writing and progress through the course. I stress that I need to see improvement in MLA and writing skill as the class progresses.
For high school though, it might still be best to use criterion-referenced assessment. I might teach smaller units on individual skills and then test the class on those skills to see where students’ strengths and weaknesses lie. In a high school online environment mastery of the content is critical. It would be useful for students to be allowed to retake the tests as many times as they can in order to obtain mastery.
Tuesday, October 25, 2011
Blog 2
Blog Two describe what the difference is between training and education as it pertains to assessment.
Training involves skills to perform tasks that require some degree of practice, repetition, or skill. The skills required for training are essential to the function of some tangible item. Therefore, training is more a hands on or practical application. Students in training programs may use and be required to use their taught skills in real world situations, with people, and have a specific, measurable outcome. Assessing training then can have clearly measurable outcomes for the instructor. With training, the skills can be repeated over and over until mastery is recognized and achieved.
Education, on the other hand, builds cognitive skills so students may address problems that are as of yet, unforeseen. The book describes it well by saying, “the content domain…is broad, only a sampling of content associated with the domain is learned, and a small portion of that which is learned is actually assessed (Oosterhof, Conrad, & Ely 2008). For instance I can teach the same MLA skills every year but in which manner and how I will assess can always be different. Essentially what I’m teaching are skills that will be utilized at some future date and cannot immediately be ascertained by mere observation or pencil and paper assessment. Education is more abstract than training. Training is more concrete and perhaps easier to measure than education.
Training involves skills to perform tasks that require some degree of practice, repetition, or skill. The skills required for training are essential to the function of some tangible item. Therefore, training is more a hands on or practical application. Students in training programs may use and be required to use their taught skills in real world situations, with people, and have a specific, measurable outcome. Assessing training then can have clearly measurable outcomes for the instructor. With training, the skills can be repeated over and over until mastery is recognized and achieved.
Education, on the other hand, builds cognitive skills so students may address problems that are as of yet, unforeseen. The book describes it well by saying, “the content domain…is broad, only a sampling of content associated with the domain is learned, and a small portion of that which is learned is actually assessed (Oosterhof, Conrad, & Ely 2008). For instance I can teach the same MLA skills every year but in which manner and how I will assess can always be different. Essentially what I’m teaching are skills that will be utilized at some future date and cannot immediately be ascertained by mere observation or pencil and paper assessment. Education is more abstract than training. Training is more concrete and perhaps easier to measure than education.
Tuesday, October 18, 2011
Blog One
A learning outcome is what the instructor would like the student to have shown mastery in. It is the outcome of the learning or the result. So, if I want my students to take a source and utilize that source to prove their thesis statement then my outcome would be for students to use a source, paraphrase, summarize, and quote source material. The learning outcomes have a strong verb as to what action the student will take to complete that learning outcome. This verb will guide the students, and the teacher, into meeting the outcome.
The performance objective are the skills that I can actually see. It is the product the learner has used the verbs to create. So, my students will summarize, paraphrase, and quote. All verbs. The performance is what I want them to perform at or near. For my students, I need 100% accuracy in MLA formatting and writing skills. Any deviation from 100% would indicate that the student did not acquire the skill and therefore did not meet the learning objective or the performance outcome. With using sources in writing it’s an all or nothing outcome most of the time.
The performance objective are the skills that I can actually see. It is the product the learner has used the verbs to create. So, my students will summarize, paraphrase, and quote. All verbs. The performance is what I want them to perform at or near. For my students, I need 100% accuracy in MLA formatting and writing skills. Any deviation from 100% would indicate that the student did not acquire the skill and therefore did not meet the learning objective or the performance outcome. With using sources in writing it’s an all or nothing outcome most of the time.
Sunday, May 22, 2011
Emotional Downfall
Is your kid an asshole? Oh, probably not. He or she is probably misunderstood or misdiagnosed, but asshole is such a strong word. That’s mean to say about your own kid. Well, my kid is an asshole. He doesn’t think he is though because in anger I’ve screamed it at him, "You're an Asshole!" He simply answers, No, no, I’m not.
But he is. And if your kid is ED then your kid probably is too. Don’t worry. My son is an asshole too. Other people already think you’re kid’s an asshole anyway. For this book we are going to assume your kid is too. Now, he’s not an asshole like your ex-husband is an asshole or librarians are assholes. Your kid is ED and he or she is, honestly, an asshole. Just admit it. It took me years to admit it too. I started saying it under by breath and then to my best friend and finally to other people. Other people laugh nervously because it makes them feel uncomfortable but sometimes the truth is uncomfortable. Let's try to admit it together. Say it, Say it out loud. Right now. Start with a whisper. "My kid's an asshole." Then get louder and louder until your soul feels it. “My kid’s an asshole.” Like the albatross around your neck, the guilt and shame have fallen into the sea along with regret, anger, and years of quiet disappointment. Now that we have that out of the way, let’s begin.
How long have you been the defender when people want to give you advice about how to handle your ED kid? How often do you think they talk about your weird, mean socially awkward kid behind your back and you’re not there to defend yourself or your child? Probably a lot.
For 18 years I’ve compared myself to other people’s children. I gauge the normalness of my own life by what I see and hear of other people's. It’s the Jerry Springer syndrome. My kid might be an asshole but at least my husband isn’t cheating on me with a midget stripper who is also my best friend!
People like to compare themselves to others as a way to feel normal. I tried to do that because I so desperately needed Tyler and myself to be and feel normal, but then realized that my kid was not normal. I knew the school psychologists and school counselors better than I knew his teachers. I saw the principal often. Every encounter with school staff chipped away at my psyche, my resolve, and my sanity. I felt my already fragile self- esteem beginning to crumble with every meeting or phone call I received from the school about Tyler and his behavior. I started getting panic attacks on my way to pick him up from school. My stomach would tighten and I’d feel nauseous. I felt sick on the way to pick up my child, my baby boy, the love of my life. Some days I had already received a phone call from the teacher or principal or counselor and on those days Tyler would just get in the back seat. Once or twice I’d been known to reach over and smack him after such phone calls so started just getting in the back seat to avoid getting smacked. The times I hit him I would feel bad and talk to people about it to make sure other people hit or spanked their kids. I wanted so badly to be a good parent but I was failing. My friends said, Hit him. Hit him harder in fact, use the belt even. He must be a kid who needs tough love. He's not getting it. And then they’d tell me stories of how they disciplined their own children hitting or smacking or belts.
Other days I would remain calm and question him about what went wrong during the day. While he sat in the back seat tears of anguish and frustration would pour down my cheeks. I held my voice steady though so he wouldn't know I was crying. Since every single day was a bright red, torn paper day, I was trying to discover the source of his behavior problem. I thought it was something I did or didn't do and I needed to know how to improve. I made sure his homework was done, he ate well, and he was involved in sports and church and had friends. We spent quality time together fishing, hiking, swimming, and skating. We studied for his tests and went to parent teacher conferences. We spent time with family and joined Boy Scouts. I just didn’t get it. I thought it had to be something, something was going on with him and I wanted him to tell me. He just said I don’t know I don’t I don’t know. Sometimes he’d say, “It’s because I’m stupid, or dumb, or stupid, or dumb.” I heard the same excuses but no reasons why. The teacher didn’t know, my friends didn’t know, the counselors didn’t know. And the thing is. I knew the school blamed me. And I knew some of my friends did too. I just knew it. I could sense it while I sat in the principal’s office or at teacher conferences. I sat there stoic while they told me Tyler doesn’t sit, doesn’t listen, doesn’t follow directions, can’t work in group, hits other children, and is failing.
I don’t think they believed me when I said I made him read for 10 minutes every night. And some nights I would read to him. What they didn’t know is that the first 5 minutes Tyler would cry hysterically and I would scream at him or at the wall or at myself. By the time he actually started reading we were both mentally exhausted.
Each day I would rally him together in the morning. I was cheerful and upbeat. I'd sing him little wake up songs or tickle him softly so he'd laugh and wake up with a smiler.
I'd make the breakfast of his choice, we’d take our time getting ready, and we’d share a laugh and drive to school. I’d say, “Have a great day Tyler okay? You can make it a great day, okay? I love you and I’ll see you tonight, okay?”
By 11 am my work phone would ring and the elementary school number would pop up. My heart would sink and my stomach would tighten. Some days I had to leave work to pick him up because he’d been suspended or kicked out of class. It never ended.I took it all to heart.
I don’t think they believed me when I said I made him read for 10 minutes every night. And some nights I would read to him. What they didn’t know is that the first 5 minutes Tyler would cry hysterically and I would scream at him or at the wall or at myself. By the time he actually started reading we were both mentally exhausted.
Each day I would rally him together in the morning. I was cheerful and upbeat. I'd sing him little wake up songs or tickle him softly so he'd laugh and wake up with a smiler.
I'd make the breakfast of his choice, we’d take our time getting ready, and we’d share a laugh and drive to school. I’d say, “Have a great day Tyler okay? You can make it a great day, okay? I love you and I’ll see you tonight, okay?”
By 11 am my work phone would ring and the elementary school number would pop up. My heart would sink and my stomach would tighten. Some days I had to leave work to pick him up because he’d been suspended or kicked out of class. It never ended.I took it all to heart.
Once in the third grade I had been to a book fair at my job. I bought Tyler a big, colorful Encyclopedia of How Things Work. I surprised him that night and we went over the pictures and entries together. I read to him and pointed stuff out I thought was cool. He seemed excited. So excited, in fact, he asked if he could bring the Enclycopedia to school the next day to show his friends and teacher. I said, “I don’t know, Tyler, it's pretty heavy. You don’t want to carry that around all day in your book bag.”
He swore he did. He insisted it wasn’t heavy, see, and lift it up so I could see the proof. Off he went to the 2nd grade with his orange Gap book bag and his kid's How Things Work Encyclopedia inside.
I picked him up from school that day but noticed a note attached to the book bag with a safety pin. It read, “Tyler had a bad day. He said you yelled at him, got angry, and made him carry this heavy encyclopedia around as punishment.”
I was livid. Pissed. Infuriated. He was in the 2nd grade, probably 7 years old. I asked him, “Tyler, why would you say that to your teacher? You know that’s a lie.” His response, “I’m stupid and dumb and nobody likes me.” This was his standard response that would apparently elicit my sympathies because a child who everyone hates is a sad child indeed. Today though he had thrown me under the bus. I was fed up with him making me look bad. I was a good person and my kid was turning me into a person I didn't recognize.
When we got back to our apartment I was crying tears of rage, I was screaming at him for lying, for purposefully and maliciously making me the villain when it was really his behavior that got him into trouble. During my tirade I threw a Pokeman Pikachu night light against the wall of the apartment we shared. It broke on one side but still lit up. Tyler is almost 18 and still remembers the Pikachu night light/slash encyclopedia incident. To this day he has no idea why he lied.
He swore he did. He insisted it wasn’t heavy, see, and lift it up so I could see the proof. Off he went to the 2nd grade with his orange Gap book bag and his kid's How Things Work Encyclopedia inside.
I picked him up from school that day but noticed a note attached to the book bag with a safety pin. It read, “Tyler had a bad day. He said you yelled at him, got angry, and made him carry this heavy encyclopedia around as punishment.”
I was livid. Pissed. Infuriated. He was in the 2nd grade, probably 7 years old. I asked him, “Tyler, why would you say that to your teacher? You know that’s a lie.” His response, “I’m stupid and dumb and nobody likes me.” This was his standard response that would apparently elicit my sympathies because a child who everyone hates is a sad child indeed. Today though he had thrown me under the bus. I was fed up with him making me look bad. I was a good person and my kid was turning me into a person I didn't recognize.
When we got back to our apartment I was crying tears of rage, I was screaming at him for lying, for purposefully and maliciously making me the villain when it was really his behavior that got him into trouble. During my tirade I threw a Pokeman Pikachu night light against the wall of the apartment we shared. It broke on one side but still lit up. Tyler is almost 18 and still remembers the Pikachu night light/slash encyclopedia incident. To this day he has no idea why he lied.
That was just the beginning of him lying about me. He continued to create lies and disillusions that would shatter my world and send him to live away from me. Writing about it now brings tears to my eyes as I still am unable to understand this kid at any level. People still want to give me advice and a lot of it involves violence towards him, locking him out, cutting him off, kicking him out etc. The truth is this kid is ED but what other people see isn’t a child with an emotional disability, they see an asshole. They see a kid who needs more discipline, who hasn’t been disciplined enough. I know people still blame me. Children are a product of their parents and my kid is an asshole. You’d think I didn’t even try to be a good parent after you hear some of the shit he’s done and said and been accused of. I’ve been nice to him and mean to him and I’ve cried with him and about him and now I’ve reached the point where I can hardly talk to him and sometimes intentionally avoid him as much as possible to save my own sanity. I don't want to live in rage or anger or sadness. I want to be a happy person. The time came when I needed to take care of myself. I decided a while ago I wouldn't let this kid ruin me, my life, or my spirit. And, god knows he’s tried. People don’t understand either. They still think he wasn't spanked enough or he needs to join the military or have someone beat him up.
So if your kid is an asshole it’s probably not your fault. Your kid was going to be an asshole no matter what you did or said or didn’t do. If your kid is ED, you are not to blame for his/her behavior. It is the nature of the disability. Even specialists don’t know what to do. In special education students with emotional disabilities falls into the category of OHO or Other Health Impairment. These kids are shuffled around and shuffled in and out of the school system and sometimes juvenile hall. They are misunderstood because people don’t like them.
And, parents are embarrassed and defeated by it. It’s not your fault. It’s not your fault. Say it out loud now. “It’s Not Your Fault.” Now you are free.
So if your kid is an asshole it’s probably not your fault. Your kid was going to be an asshole no matter what you did or said or didn’t do. If your kid is ED, you are not to blame for his/her behavior. It is the nature of the disability. Even specialists don’t know what to do. In special education students with emotional disabilities falls into the category of OHO or Other Health Impairment. These kids are shuffled around and shuffled in and out of the school system and sometimes juvenile hall. They are misunderstood because people don’t like them.
And, parents are embarrassed and defeated by it. It’s not your fault. It’s not your fault. Say it out loud now. “It’s Not Your Fault.” Now you are free.
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