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Assessment Instruments
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What
tasks, strategies, instruments
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How
the processes, how often?
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Why
how do the selected tools support your learning goals and the learning principles guiding your design?
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| a) to enable continuous/frequent feedback between you and the students |
Discussions, instructor feedback |
Group and individual discussions once per group and once per individual |
This will be a constant exchange of ideas and questioning to examine the curriculum being developed |
| b) to encourage the students to reflect on their learning progress and achievement |
Discussions, self-assessment of process and product, journals |
Group and individual discussions once per group and once per individual
Journal thoughts at beginning and end
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They are the developers and self-assessment will empower them to continue in their growth long after this session |
| c) to determine your students' learning progress and achievement |
Discussion, pre-production and production, assessment test |
Group and individual discussions once per group and once per individual
One complete production cycle and assessment test per individual
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Using the rubric to leave them an assessment that could be used for continuing the course development |
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| Goals |
Sub-Goals (Objectives) |
Type of Learning |
Assessment Strategy/Feedback Strategy |
| Reason about Coaching/Mentoring skills |
1.Question coaching/mentoring strategies applied
2.Describe several coaching /mentoring strategies applied
3.Appraise the coaching /mentoring strategies applied
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1.Evaluation
2.Comprehension
3.Evaluation
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Informal discussion
Self-assessment of strategies used previously
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| Evaluate effective instructional design and strategies to facilitate the use of integrated technologies in foundation and enrichment curricular |
1.Formulate the theories and factors that will affect their student's online learning in stages and characteristics
2.Arrange instructional activities that address student online collaboration skills
3.Match the use of the appropriate technologies to their own curricular module needs
4.Organize the use of integrated technologies into the online learning environment of their own curricular module
5.Differentiate strategies of classroom-management of online and face to face
6.Describe the pre-production, production, and distribution of products involved in their own curricular module
7.Produce the pre-production, production, and distribution of products involved in their own curricular module
8.Evaluate the pre-production, production, and distribution of products involved in their own curricular module
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1.Synthesis
2.Analysis
3.Comprehension
4.Synthesis
5.Evaluation
6.Comprehension
7.Synthesis
8.Evaluation
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Discussion of factors that affect learning online
One activity in module curriculum that addresses student online collaboration
Self-assessment of curriculum by noting where and how often technology is integrated in their module curriculum
Two activities in module curriculum that integrate technology as a tool for the enrichment of the curriculum
Discussion on classroom-management for online
Classroom management guidelines written for the online learner
Discussion of pre-production, production and distribution necessary of the products involved in their curriculum
One technology related product produced and ready for web distribution
A feedback assessment analyzing the instructional design of their module for online learning and technology integration after all modifications are complete
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| Reason about accessible design concepts, equity and access of assistive technology in order to problem-solve assistive technology issues |
1.Recognize equity and access of assistive technology as defined by state and federal regulations issues as it pertains to their own online curricular module development and learners
2.Design developmentally appropriate learning experiences for the diverse learners in their own online curricular module
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Self-assessment of accessibility needs of curriculum for online learners
Discussion of accessibility issues pertaining to online learners and curriculum
Resources provided for accessible assistive technologies for the online learner
One technology related product produced for diverse learners needs
Curriculum materials meet 504 Accessibility Bobby test
A feedback assessment analyzing the curriculum materials accessibility level when posted for course use
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| Appreciate the value of collaborating with colleagues when designing instruction |
1.Assist others in applying concepts of the session/instruction to their topics
2.Ask for assistance from others in applying concepts of the session/instruction to their own topics
3.Critique others’ written work in constructive ways
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Discussion from group
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| Feel comfortable with the idea of collaborating in a coaching/mentoring when designing instruction |
1.Articulate feelings about coaching/mentoring at the start of the session
2.Articulate feelings about coaching/mentoring at the end of the session
3.Describe differences in feelings between start and end of session
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1.Comprehension
2.Comprehension
3.Comprehension
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Journal entries of process
Discussion from group
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A Rubric
A rubric is a rule or an explanation. When applied to assessment, a rubric delineates the rules that will be used for judging quality or scoring. Rubrics provide the criteria against which the work of students will be judged. Rubrics are used by instructors as a benchmark for providing feedback as well as grades for student work. With guidance from instructors, rubrics can be used by students as the measure for developing, revising, and assessing their own work as well as assessing the work of their peers.
Use the table below to develop a rubric for one of your assessment tools. First, describe the assessment briefly (e.g. a 10 page essay of which the purpose is...; a lab of which the purpose is...) and list the learning goals and objectives associated with the assessment. Then, using the left-hand row of the table, develop criteria or dimensions of quality that are important for the assessment and therefore will be judged (e.g. factual accuracy, depth of discussion, documentation, functioning of group). Finally, using the columns across the table, briefly describe 3 or 4 levels of mastery for each criteria.
Curriculum Materials posted to the web in preparation for the start of the online course
Reason about accessible design concepts, equity and access of assistive technology in order to problem-solve assistive technology issues
1.Recognize equity and access of assistive technology as defined by state and federal regulations issues as it pertains to their own online curricular module development and learners
2.Design developmentally appropriate learning experiences for the diverse learners in their own online curricular module
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| Criteria (objective or performance) |
Level/Description and Associated Score |
Score Received |
| 1 |
2 |
3 |
4 |
| 1.Multimedia Content-Access to the text content of the page (i.e., no access to images, videos, animations, charts, graphs, audio files, etc.), |
Sever communicative content is lost |
Random communicative content is lost |
Little or No communicative content is lost |
No communicative content is lost |
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| 2.Bobby test- Page |
Major errors reported to meet Bobby approval for Priority One accessibility (i.e., scaleable data table, syntax, etc.) |
Minor errors reported to meet Bobby approval for Priority One accessibility (i.e., alt tags, title tags, etc.) |
Meets Bobby approval for Priority One accessibility |
Meets Bobby approval for Priority Two accessibility |
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| 3.Keyboard Navigation-Navigation of the web page by keyboard (i.e., without using a pointing device like a mouse) |
No use of keyboard commands |
Few uses of keyboard commands |
Random use of keyboard commands |
Smooth use keyboard commands |
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Color Contrast and Communicating with Color-Contrast between the text and the background
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None applicable |
Little difference |
Is fair |
Is excellent |
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| Color Contrast and Communicating with Color-Iinformation communicated by color alone |
Is the only form of communication |
Is used frequently |
Is used few times |
Is not present |
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| Hyperlink Text-Text hyperlinks |
Makes no sense at any time heard out of context |
Are seldom clear heard out of context |
Are not always clear heard out of context |
Make sense heard out of context |
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| Adjustable Text Size-Text in the web page adjust |
Never when you change size through the browser settings |
Seldom when you change size through the browser settings |
Sporadically when you change size through the browser settings |
Appropriately when you change size through the browser settings |
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| User-Friendly Navigation-single web page |
Totally lost to navigate around |
Difficult to navigate around |
Areas unclear to navigate around |
Easy to navigate around |
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| User-Friendly Navigation-Multiple pages in your web site |
Totally lost to navigate among the pages |
Difficult to navigate among the pages |
Areas unclear to navigate among the pages |
Easy to navigate among the pages |
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| Proper Use of Headings (Heading level two)- Extracted headings from document |
Provide no outline |
Provide a confusing outline that made little sense |
Provide a somewhat clear outline that made sense |
Provide a clear outline that made sense |
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| Browser Compatibility-Page displayed in both Internet Explorer and Netscape |
Totally different and not proper |
Seldom the same but proper |
Somewhat the same but proper |
Properly |
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| Data Tables-Web page data tables displayed |
Never when you change size of the browser |
Seldom when you change size of the browser |
Sporadically when you change size of the browser |
Appropriately when you change size of the browser |
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1. Use Internet Explorer to view the web page with the pictures, etc. off, and note if any communicative content is lost.
- Turning Off Multimedia Features in Internet Explorer 5
- Open the Tools menu and choose Options.
- Open the Advanced dialogue box and locate the Multimedia section.
- In the Multimedia section, deactivate the check boxes next to Play Animations, Play Sounds, Play Videos, and Show pictures by left clicking once in each of the check boxes.
- Press Enter or left click the OK button.
- Press F5 to refresh the page, or left click the Refresh button on the Internet Explorer toolbar.
- Observe the text content and decide whether any communicative content has been lost by turning off the multimedia features.
- When you are finished this evaluation, reactivate your multimedia features, and refresh the page again.
View the page through a text-only browser or text-only browser viewer and note if any communicative content is lost.
- Navigate to the Lynx Me (ugweb.cs.ualberta.ca/~gerald/lynx-me.cgi?) web page.
- Enter a web address (e.g., http://www.edtech.esc11.net) in the URL edit box.
- Press Enter.
- Observe the text context and decide whether any communicative content has been lost by turning off the multimedia features.
Listen to the page with a screen reader, and note if any communicative content is lost.
Observe what happens as you point to each image. If the image has alternative text, you will see the alternative text appear in tool tip (text popup) box right by your mouse pointer.
- Web Accessibility Initiative Web Content Accessibility Curriculum Reference
- Guideline 1: Provide equivalent alternatives to auditory and visual content. http://www.starlingweb.com/wai/wcag/gid2-0.htm
3. Some Frequently-Used Web Keyboard Navigation Commands
- Scroll toward the end of a web page. Down arrow
- Scroll toward the beginning of web page. Up arrow
- Scroll toward the end of a web page in larger increments. Page Down
- Scroll toward the beginning of a web page in larger increments. Page Up
- Move forward to next link. Tab
- Move backwards to previous link. Shift + Tab
- Move to beginning of web page. Ctrl + Home
- Move to end of web page. Ctrl + End
- Move among frames. Ctrl + Tab
- Go to the next web page. Alt + right arrow
- Go to the previous web page. Alt + left arrow
- Web Accessibility Initiative Web Content Accessibility Curriculum Reference
- Guideline 9: Design for device-independence.
- http://www.starlingweb.com/wai/wcag/gid10-0.htm
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- Checkpoint 13.1: Clearly identify the target of each link.
- http://www.starlingweb.com/wai/wcag/sam97-0.htm
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- Guideline 3 Checkpoints: Use markup and style sheets and do so properly. http://www.starlingweb.com/wai/wcag/chk4-0.htm
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- Guideline 13 Checkpoints: Provide clear navigation mechanisms. http://www.starlingweb.com/wai/wcag/chk14-0.htm
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- Checkpoint 3.5: Use header elements to convey logical structure and use them according to specification. http://www.starlingweb.com/wai/wcag/sam33-0.htm
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- Checkpoint Appendix A: Validation
- http://www.starlingweb.com/wai/wcag/sam119-0.htm
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- Guideline 5 Checkpoints: Create tables that transform gracefully. http://www.starlingweb.com/wai/wcag/chk6-0.htm
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