HOW TO EFFECTIVELY ASSESS STUDENTS IN THE ONLINE ENVIRONMENT: A CASE STUDY ON (SOME) ONLINE ASSESSMENT TOOLS
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HOW TO EFFECTIVELY ASSESS STUDENTS IN THE ONLINE ENVIRONMENT: A CASE STUDY ON (SOME) ONLINE ASSESSMENT TOOLS Prof. Alexandra Atănăsoaie
Agenda Where we are and what we need Digital Natives, Digital Immigrant, Visitors and Residents Assessment Tools and Techniques for the Online Classroom Assessing the Four Skills in the Online Environment
Where we are The impact of COVID-19 on education Overnight switch from (mostly) offline to online teaching Major learning curve for students and teachers
The Methodology Context: state-funded countryside school and personal experience Options available for online teaching and assessment Formative and Summative Assessment The aim: using the available online tools to make teaching and assessment more meaningful, relevant, authentic and fun Skill-based approach The “toolkit”: Google Classroom Assignments, Google Forms Liveworksheets.com Kahoot.com Wordwall.com Other useful tools (per skill)
Digital Natives, Digital Immigrants (II) Changes in the way students think, process information, learn Changes in thinking patterns, processing information, focus and attention span Limitation: the risk of generalizing the dichotomy: not ALL students are Digital Natives and not ALL teachers are Digital Immigrants
Visitors and Residents: David S. White, Alison le Cornu (2011) Online engagement classification based on motivation and context, a A continuum rather than a dichotomy Visitors Residents • They use technology to attain a goal • They have an online identity: they • They keep their anonymity online willingly share information about life • Email use/Internet use for and work professional purposes • Profiles on all major social networks • Concerns of identity theft and data • Web seen as a network of friends privacy issues and colleagues they can easily • They use a platform and then they log approach off • They go online to generate content and to be exposed to content generated by others
Reflection time: Do you see yourself as a Digital Native or a Digital Immigrant? Are you a Visitor or a Resident when using the Internet?
Assessment Tools and Techniques for the Online Classroom Communicative methodology: change our means but keep the essentials Aspects to consider when teaching/assessing online: Challenges Opportunities • Relying on the Internet connection • Digital version of textbook quality • Hundreds of online resources • Device availability • New learning/teaching • Lack of involvement and motivation opportunities from students • Materials and tasks scoring high in • Camera shyness/privacy needs authenticity • Teaching to “black dots” • Gamification tools and apps • Screen fatigue, anxiety, depression • More creativity and more freedom • Lack of direct contact in designing the • Plagiarism/authenticity issue learning/assessment tasks
Types of Assessment: Formative/ Summative
Feedback and Good Assessment Criteria Feedback as an ongoing assessment tool How can students get more involved in their own learning process and how can they become aware partners in the assessment process? Using and sharing transparent criteria (CAN DO statements) Using self- and peer-assessment Establishing a feedback continuum Good Assessment Criteria: Validity Realiability Practicality Impact Direct/Indirect items A lot of resources already available
Assessing Reading Online (I) Communicative framework: pre-/while/post-reading tasks Formative assessment: feedback continuum Formal assessment: Digital texbok: great tool Liveworksheets.com: more options in terms of task design and grading Gamification options: text supplied in other forms and pre-/while/post-reading tasks designed using Kahoot or Wordwall Google Classroom Assignment/Google Forms: low score in practicality and potential negative impact
Assessing Reading Online (II): Google Forms limitations
Assessing Listening Online (I) Favouring authentic material, adequately chosen Using audio only/using videos for listening practice: The video content is very familiar for students The video content is also helpful for visual learners Youtube videos can be inserted in most online tools: Google Classroom Assignements Google Forms Liveworksheets.com (both audio only and video Wordwall can also be used but the audio/video material needs to be presented separately Digital textbook: both the material and the task
Assessing Listening Online (II): Lyricstraining.com
Assessing Speaking Online (I): considerations Assessing informally/more formally The challenge of evaluating a large number of students Break-out rooms (where the platform permits) The “shyness” factor (both offline and online) Individual feedback/group feedback The option of self-recorded speaking material (less authentic) CAN DO statements
Assessing Speaking Online (II): Voicespice.com
Assessing Writing Online (I) Variety of writing tasks both for learning and for assessment The authenticity factor can be high in online assessment for writing tasks Process writing: formative assessment Task assignment and task collection: Google Classroom Assignment Google Form Email Document uploading Clear instructions, CERF-formulated criteria Giving feedback (ideas): Proofing in Word (and using “Track changes” function) Recording the feedback: audio/audio and video/screen recording
Assessing Writing Online (II): Writeandimprove.com
Assessing Writing Online (III): Storybird.com
Best Practices Avoid “app frenzy” Remember we also rely on technology Always have a back up There is no perfect assessment tool Use any app/website/platform with moderation and well-adjusted to the content and context
Next Steps Which new tool/tools are you going to integrate in your teaching practice from the ones you saw today?
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