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Published on December 10, 2007

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2. Web-Based Quizzes/Surveys for Meaningful Learner Assessment:  2. Web-Based Quizzes/Surveys for Meaningful Learner Assessment Dr. Curtis J. Bonk Indiana University and CourseShare http://php.indiana.edu/~cjbonk cjbonk@indiana.edu Online Student Assessment:  Online Student Assessment Assessment Takes Center Stage in Online Learning (Dan Carnevale, April 13, 2001, Chronicle of Higher Education):  Assessment Takes Center Stage in Online Learning (Dan Carnevale, April 13, 2001, Chronicle of Higher Education) “One difference between assessment in classrooms and in distance education is that distance-education programs are largely geared toward students who are already in the workforce, which often involves learning by doing.” Focus of Assessment?:  Focus of Assessment? Basic Knowledge, Concepts, Ideas Higher-Order Thinking Skills, Problem Solving, Communication, Teamwork Both of Above!!! Other… Assessments Possible:  Assessments Possible Online Portfolios of Work Discussion/Forum Participation Online Mentoring Weekly Reflections Tasks Attempted or Completed, Usage, etc. More Possible Assessments:  More Possible Assessments Quizzes and Tests Peer Feedback and Responsiveness Cases and Problems Group Work Web Resource Explorations & Evaluations Measures of Student Success (Focus groups, interviews, observations, surveys, exams, records):  Measures of Student Success (Focus groups, interviews, observations, surveys, exams, records) Positive Feedback, Recommendations Increased Comprehension, Achievement High Retention in Program Completion Rates or Course Attrition Jobs Obtained, Internships Enrollment Trends for Next Semester Student Basic Quantitative:  Student Basic Quantitative Grades, Achievement Number of Posts Participated Computer Log Activity—peak usage, messages/day, time of task or in system Attitude Surveys Student High-End Success:  Student High-End Success Message complexity, depth, interactivity, q’ing Collaboration skills Problem finding/solving and critical thinking Challenging and debating others Case-based reasoning, critical thinking measures Portfolios, performances, PBL activities Sample Portfolio Scoring Dimensions (10 pts each) (see: http://php.indiana.edu/~cjbonk/p250syla.htm):  Sample Portfolio Scoring Dimensions (10 pts each) (see: http://php.indiana.edu/~cjbonk/p250syla.htm) Richness Coherence Elaboration Relevancy Timeliness Completeness Persuasiveness Originality Insightful Clear/Logical Original Learning Fdback/Responsive Format Thorough Reflective Overall Holistic E-Peer Evaluation Form:  E-Peer Evaluation Form Peer Evaluation. Name: ____________________ Rate on Scale of 1 (low) to 5 (high): ___ 1. Insight: creative, offers analogies/examples, relationships drawn, useful ideas and connections, fosters growth. ___ 2. Helpful/Positive: prompt feedback, encouraging, informative, makes suggestions & advice, finds, shares info. ___ 3. Valuable Team Member: dependable, links group members, there for group, leader, participator, pushes group. ___ Total Recommended Contribution Pts (out of 15) E-Case Analysis Evaluation:  E-Case Analysis Evaluation Peer Feedback Criteria (1 pt per item; 5 pts/peer feedback) (a) Provides additional points that may have been missed. (b) Corrects a concept, asks for clarification where needed, debates issues, disagrees & explains why. (c) Ties concepts to another situation or refers to the text or coursepack. (d) Offer valuable insight based on personal experience. (e) Overall constructive feedback. Issues to Consider…:  Issues to Consider… Bonus pts for participation? Peer evaluation of work? Assess improvement? Is it timed? Allow retakes if lose connection? How many retakes? Give unlimited time to complete? Issues to Consider…:  Issues to Consider… Cheating? Is it really that student? Authenticity? Negotiating tasks and criteria? How measure competency? How do you demonstrate learning online? Online Testing Tools:  Online Testing Tools Pause… What tools do you use or know about?:  Pause… What tools do you use or know about? What can Online Tests Do?:  What can Online Tests Do? Assess student progress Allow for self-assessment Provide standards for success Timed testing and retesting Opportunity for instructor commenting Using WebCT Quizzes in a High-Demand Environment (Brothen & Wambach, Technology Source, May/June 2003):  Using WebCT Quizzes in a High-Demand Environment (Brothen & Wambach, Technology Source, May/June 2003) “For several years we have taught our psychology courses with the Personalized System of Instruction (PSI; Keller, 1968), a highly researched version of the mastery learning teaching method. Students in PSI work at their own pace to read a textbook with direction from a study guide and, when they are ready, take chapter quizzes; after they master one chapter, they move on to the next.” Using WebCT Quizzes in a High-Demand Environment (Brothen & Wambach, Technology Source, May/June 2003):  Using WebCT Quizzes in a High-Demand Environment (Brothen & Wambach, Technology Source, May/June 2003) “Several reviews and meta-analyses (Keller, 1974; Kulik, Kulik, & Bangert-Drowns, 1990; Kulik, Kulik, & Cohen, 1979; Robin, 1976; Ryan, 1974) have found superior student learning in PSI compared to traditional lecture/discussion methods. For example, in the 26 college psychology courses analyzed by Kulik, Kulik, and Bangert-Drowns, the effect size in favor of PSI over traditional instruction was 0.71.” Test Selection Criteria (Hezel, 1999):  Test Selection Criteria (Hezel, 1999) Easy to Configure Items and Test Handle Symbols Scheduling of Feedback (immediate?) Provides Clear Input of Dates for Exam Easy to Pick Items for Randomizing Randomize Answers Within a Question Weighting of Answer Options More Test Selection Criteria:  More Test Selection Criteria Recording of Multiple Submissions Timed Tests Comprehensive Statistics Summarize in Portfolio and/or Gradebook Confirmation of Test Submission More Test Selection Criteria (Perry & Colon, 2001):  More Test Selection Criteria (Perry & Colon, 2001) Supports multiple items types—multiple choice, true-false, essay, keyword Can easily modify or delete items Incorporate graphic or audio elements? Control over number of times students can submit an activity or test Provides feedback for each response Learner-Content Interactions:  Learner-Content Interactions More Option 6:  More Option 6 More Option 6:  More Option 6 More Option 6:  More Option 6 Online Fun and Games:  Online Fun and Games (see Thiagi.com Or deepfun.com) Puzzle games Solve puzzle against timer Learn concepts Compete Get points Slide36:  Students Play Online Jeopardy Game www.km-solutions.biz/caa/quiz.zip Slide37:  Flexible scoring—score first, last, or average submission Flexible reporting—by individual or by item and cross tabulations. Outputs data for further analysis Provides item analysis statistics (e.g., Test Item Frequency Distributions). More Test Selection Criteria (Perry & Colon, 2001) Web Resources on Assessment:  Web Resources on Assessment http://www.indiana.edu/~best/ http://www.indiana.edu/~best/best_suggested_links.shtml http://www.indiana.edu/~best/samsung/ Rubric for evaluation technology projects: http://www.indiana.edu/~tickit/learningcenter/rubric.htm Online Survey Tools for Assessment:  Online Survey Tools for Assessment Perhaps you have heard of my survey techniques?:  Perhaps you have heard of my survey techniques? Sample Survey Tools:  Sample Survey Tools Zoomerang (http://www.zoomerang.com) IOTA Solutions (http://www.iotasolutions.com) QuestionMark (http://www.questionmark.com/home.html) Survey Solutions from Perseus (http://www.perseusdevelopment.com/fromsurv.htm) Infopoll (http://www.infopoll.com) Sample Survey Tools:  Sample Survey Tools Active Feedback (http://www.activefeedback.com/af) SurveyKey (http://www.surveykey.com) EZSurvey from Raosoft (http://www.raosoft.com/) SurveyShare (http://SurveyShare.com; from Courseshare.com) Electronic Voting and Polling:  Electronic Voting and Polling 1. Ask students to vote on issue before class (anonymously or send directly to the instructor) 2. Instructor pulls our minority pt of view 3. Discuss with majority pt of view 4. Repoll students after class (Note: Delphi or Timed Disclosure Technique: anomymous input till a due date and then post results and reconsider until consensus Rick Kulp, IBM, 1999) Poll Students Asynchronously Web Conferencing Tools (e.g., Sitescape Forum):  Poll Students Asynchronously Web Conferencing Tools (e.g., Sitescape Forum) Slide48:  Poll Students Synchronously Web Conferencing Tools (e.g., HorizonLive) Survey Student Opinions (e.g., InfoPoll, SurveySolutions, Zoomerang, SurveyShare.com):  Survey Student Opinions (e.g., InfoPoll, SurveySolutions, Zoomerang, SurveyShare.com) Web-Based Survey Advantages:  Web-Based Survey Advantages Faster collection of data Standardized collection format Computer graphics may reduce fatigue Computer controlled branching and skip sections Easy to answer clicking Wider distribution of respondents Why Conduct Online Surveys:  Why Conduct Online Surveys Formative assessment of class Increase student voice and ownership in class Involve students from other locations Quickly gather answers to questions Web-Based Survey Problems: Why Lower Response Rates?:  Web-Based Survey Problems: Why Lower Response Rates? Low response rate Lack of time Unclear instructions Too lengthy Too many steps Can’t find URL Survey Tool Features:  Survey Tool Features Support different types of items (Likert, multiple choice, forced ranking, paired comparisons, etc.) Maintain email lists and email invitations Conduct polls Adaptive branching and cross tabulations Modifiable templates & library of past surveys Publish reports Different types of accounts—hosted, corporate, professional, etc. Web-Based Survey Solutions: Some Tips…:  Web-Based Survey Solutions: Some Tips… Send second request Make URL link prominent Offer incentives near top of request Shorten survey, make attractive, easy to read Credible sponsorship—e.g., university Disclose purpose, use, and privacy E-mail cover letters Prenotify of intent to survey Plagiarism:  Plagiarism Increasing Cheating Online ($7-$30/page, http://www.syllabus.com/ January, 2002, Phillip Long, Plagiarism: IT-Enabled Tools for Deceit?):  Increasing Cheating Online ($7-$30/page, http://www.syllabus.com/ January, 2002, Phillip Long, Plagiarism: IT-Enabled Tools for Deceit?) http://www.academictermpapers.com/ http://www.termpapers-on-file.com/ http://www.nocheaters.com/ http://www.cheathouse.com/uk/index.html http://www.realpapers.com/ http://www.pinkmonkey.com/ (“you’ll never buy Cliffnotes again”) Reducing Cheating Online:  Reducing Cheating Online Ask yourself, why are they cheating? Do they value the assignment? Are tasks relevant and challenging? What happens to the task after submitted—reused, woven in, posted? Due at end of term? Real audience? Look at pedagogy b4 calling plagiarism police! Reducing Cheating Online:  Reducing Cheating Online Proctored exams Vary items in exam Have timed exams Make course too hard to cheat Try Plagiarism.com ($300) Random selection of items for item pool Reducing Cheating Online:  Reducing Cheating Online Use test passwords Rely on IP# screening Use mastery learning for some tasks Assign collaborative tasks Emphasize consequences (e.g., stories of past offenders) Have students make a vow of no cheating (e.g., University of Virginia) Reducing Cheating Online ($7-$30/page, http://www.syllabus.com/ January, 2002, Phillip Long, Plagiarism: IT-Enabled Tools for Deceit?):  Reducing Cheating Online ($7-$30/page, http://www.syllabus.com/ January, 2002, Phillip Long, Plagiarism: IT-Enabled Tools for Deceit?) http://www.plagiarism.org/ (resource) http://www.turnitin.com/ (software, $100, free 30 day demo/trial) http://www.canexus.com/ (software; essay verification engine, $19.95) http://www.plagiserve.com/ (free database of 70,000 student term papers & cliff notes) http://www.academicintegrity.org/ (assoc.) http://sja.ucdavis.edu/avoid.htm (guide) http://www.georgetown.edu/honor/plagiarism.html Turnitin Testimonials:  Turnitin Testimonials "Many of my students believe that if they do not submit their essays, I will not discover their plagiarism. I will often type a paragraph or two of their work in myself if I suspect plagiarism. Every time, there was a "hit." Many students were successful plagiarists in high school. A service like this is needed to teach them that such practices are no longer acceptable and certainly not ethical!” Tips on Authentification:  Tips on Authentification Check e-mail access against list Use password access Provide keycode, PIN, or ID # (Futuristic Other: Palm Print, fingerprint, voice recognition, iris scanning, facial scanning, handwriting recognition, picture ID) Final advice…whatever you do…:  Final advice…whatever you do…

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