Assessment
From what you’ve seen of the course so far and in the course outline, which of the assessment strategies in your reading this week are being used in this course?
From what I have seen in the course so far and from the course outline, it is evident that multiple effective assessment strategies, outlined in the readings, are being utilized. Firstly, the course objectives are clearly stated at the beginning of the course outline. This provides learners with a clear understanding of what is expected of them and in other words what they will be assessed on. Conrad and Openo (2018) note that “learning outcomes serve as the roadmap to course content,” which directly ties into assessment (p. 63).
Additionally, the course outline shows that students are given multiple chances to submit drafts before handing in the final copy of their work. This aligns with Conrad and Openo’s belief that “assessment works best when it is ongoing” (2018, p. 56). Ongoing assessments allow students to practice applying feedback to refine their work, which is an essential life skill, better preparing them for the future.
Furthermore, Conrad and Openo (2018) state that “authentic assessments are based on real-world relevance” (p. 56). The course outline reflects this through projects that are transferable to the real world. For example, creating an interactive learning resource not only benefits others but also teaches students how to develop such resources—a skill applicable in future contexts. Learning to create and maintain a website is also very applicable to the real world. For example, I want to have a teacher blog when I become a teacher to post announcements and assignments on.
Lastly, peer assessment is encouraged, allowing students to engage with each other’s work. According to Conrad and Openo (2018), peer assessment “encourages students to play a more active role in the assessment of their own learning” (p. 57). Therefore through engaging in others’ blog reflections, writing peer reviews, and just working as a group all together, we actively participate in our own assessment, which is important and showcases self-awareness.
Which are not being used?
Looking at the course outline, the course seems to be heavily reliant on formative assessment, in other words, ongoing assessment, to improve learning, and not summative assessment, which evaluates quality at the end of the term (Conrad & Openo, 2018 ).
While the course includes some assessments based on real-world relevance, like the interactive resource, there could be more. Conrad & Openo emphasize the importance of service learning, where “learners leave the classroom and engage in meaningful and authentic work in a community setting” (2018, p. 61). This type of learning is challenging to implement, especially in an online class, due to extensive planning.
Lastly, Conrad & Openo also suggest using multiple types of assessments, but this class focuses mainly on one product: the interactive learning resource (2018, p.28).
What learning theories (from Week 1) do these connect to?
These assessment strategies primarily connect to the constructivist theory, which emphasizes “creating meaning from experience” (Ertmer & Newby, 2013, p. 144). The course includes interactive activities, like designing an interactive resource, which enables learners to construct their knowledge. Reflective exercises and peer collaboration further support this approach by encouraging students to actively engage with the material and apply their understanding. Working collaboratively also connects to the cognitivist learning theory as complex cognitive tasks like “thinking” and “problem-solving” are required (Ertmer & Newby, 2013, p. 138)
How does it compare to other courses you’ve taken in your studies?
Comparing this course to others I’ve taken, there are several similarities. Firstly, all my courses have had clear learning outcomes, which has helped me understand what I’ll be assessed on. Collaboration has also been a common trait in my courses, especially as an education major, where group projects are common. As an education major, I have done a lot of real-world projects and even did some service learning where I spent the day in different classrooms. Lastly, I also often get to submit drafts and revise them before handing in a final product, supporting the same type of assessment: formative, that this course focuses on. I think the type of assessment, formative or summative, really depends on the course you are taking. For instance, the assessments for my engineering friends are mostly summative, as they get one or two big exams at the end of the term. I much prefer formative assessment as it lets students apply feedback and learn more meaningfully.
References
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71
Conrad, D., & Openo, J. (2018a). Assessment strategies for online learning: engagement and authenticity. In Assessment strategies for online learning (1st ed.). Athabasca University Press. https://doi.org/10.15215/aupress/9781771992329.01
Hi Abby, nice blog post!
It’s great that the community side of things is so often used in education degrees, and that you have enjoyed this within your studies. In my experience, being part of a learning community is so important for teaching – gaining ideas from others, having their support, and being able to share best-practice is vital to being an effective teacher. No teacher is an island… (or something!)
I’m interested in your feelings about summative assessment, perhaps in your experiences before your current studies? I know that I have very mixed feelings, and I’m honestly not sure if, personally, I found them motivating or de-motivating!
And, in your past experiences of creating lessons/being in schools, what assessment practices have you seen or used that have stood out to you as having positive impact? Although I’ve had to complete summative assessments with my grade 3 and 4s to fulfill government requirements, most assessment came in a variety of formative actions in the hope of creating a positive learning culture.
Sophie
Hi Sophie,
Thanks for the response! I have been loving getting to be part of the community through my studies. I have learned so much by working alongside experienced teachers. I am so grateful to have these learning experiences before graduating and getting into the field myself.
As I have only just finished my second year of elementary education, I have not had too much experience in classrooms, but from I have seen so far, it has been mostly summative and I have noticed a positive impact from this as students are able to get feedback and then apply it to further than learning.
Looking back at my experience as a student in course that use summative assessment, I remember feeling very anxious. Having one big test that is worth almost your entire grade at the end of a course, instead of smaller tests or assignment worth less spread out across the course, not only made me anxious, but I also felt like it did not reflect my knowledge as well as formative assessment does. For example, I remember I had a final math test in high school that was worth a lot, but I was sick so I did not get to study too much and struggled writing it. I ended up doing poorly and it brought my mark down a lot. If this course was based more on formative assessment, it would not have had such a big impact on my grade, and I believe my grade would have reflected my knowledge better. Additionally, whenever I had courses with little to no assignments, and then one big test at the end, I would tend to not pay attention in class and had the mindset of “I’ll worry about it later” for this reason I think summative assessment is de-motivating for me, but I know this is different for everyone.
Abby
Hi Abby,
I really enjoyed reading your thoughts on the various assessment strategies we have addressed and not addressed in the course so far. Specifically I liked your point on how authentic assessments are based on real-world relevance and the value of knowledge that is acquired in the class setting being applied to real world scenarios. I agree with you on the fact that interactive learning resources can be very beneficial. I also find that my interest in a course peaks if I feel that the content is something that can be utilized and applied to my everyday life as opposed to content that must be completed purely for a course requirement.
I was interested to read that you have found that most of your courses have used a formative assessment similar to the style of assessment that is being used in this course. I have been working towards a Psychology Major and I have found that the option to submit a draft and then follow up with revision before handing in a final copy is not common. Maybe more similar to the assessment style of your engineering friends. It is interesting to explore the different approaches different degrees take in terms of teaching methods!
Thanks for sharing yours thoughts!