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Ensuring authenticity with online assessments

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Учимся онлайн-преподаванию

UNSW Sydney (The University of New South Wales)

4.7 (оценок: 245) | Зарегистрировано учащихся: 29K

Are you an educator? Have you ever wanted to understand more about how to design your class to make better use of educational technology – whether fully online or in blended contexts? Would you like to learn from those who have extensive practical experience with online technologies? The Learning to Teach Online (LTTO) MOOC will help you develop a working understanding of successful online teaching strategies that you can apply in your own practice. The course is based upon the multi award winning open educational resource developed by Dr Simon McIntyre and Karin Watson. Integrating online technologies into your teaching can be a challenging prospect, and it can be difficult to know how to approach it effectively for the benefit of both students and yourself. No one knows your own content and teaching strengths better than you, and the “one size fits all” formula doesn’t always suit everyone. No matter what type of technology you are interested in exploring or your level of experience, this course will help you draw on your teaching strengths and find the approach that is right for you, your students and your educational context. This course will guide you through your journey of understanding how online technologies can enhance your course design. You will have the opportunity to develop your understanding of effective online teaching practices and their relationship to the use of different technologies. You will also be encouraged to progressively design and reflect upon your own online learning activity, assessment or resource for use in your own class if you choose to undertake the course assignments.

Просмотреть программу курса

Получаемые навыки

Teaching, Online Learning, Evaluation, Planning

Рецензии

4.7 (оценок: 245)

5 stars
192 ratings
4 stars
44 ratings
3 stars
7 ratings
1 star
2 ratings

CM

Aug 09, 2017

A really interesting course for someone who is already teaching and wants to spice up the classroom or for someone who has absolutely no knowledge on online teaching.

KW

Nov 13, 2017

Well conceived and executed course. No hesitation in recommending it for those who wish to get a comprehensive understanding of online teaching!

Из урока

Question and Answers

Simon and Negin answered the top questions asked of them in previously run versions of this course via video. Although from previous courses, the questions raised and the discussions that follow, are very relevant, and they may answer some questions that you have about the course. In the videos Simon and Negin, did reference learners' names and the week in the course, but this is not important in this version of the course. These Q&A videos have been collated according to their relevance to the Modules of the course.

Are videos assessed in a less nuanced way than written work?4:12

Ensuring authenticity with online assessments5:17

How do you employ audio for meaningful feedback or assessment of learning?3:31

Making an effective assessment rubric for online activities2:49

Peer Review - When to use it and why is it used in the course?2:48

What are some effective 'Plan B' strategies in case technology breaks down during an online assessment?3:40

What frameworks are helpful for thinking about self assessment and peer assessment exercises?4:31

Преподаватели

Associate Professor Simon McIntyre
Associate Dean Education
Dr Negin Mirriahi
Academic Developer, Learning and Teaching Unit (formerly)

Текст видео

Number Three.

Well, it's gone up a point while we've been talking here.

Ensuring authenticity within online assessments.

I'm just going to open that up just to clarify a little bit.

And that was by Caroline.

Thank you Caroline.

So yeah, sharing of assessment,

is it really my student who's answering these questions online?

>> Yeah, so I think the question was more around how to deal with

potential students cheating online with online assessments, or

whether it's cheating from one another or Googling the answer, that sort of thing.

So some great responses to that already.

And essentially, when I see that question, my first response to that is

as an educator, how can I move away from having questions that

are easily to be cheated on for example?

So, moving towards questions around the process rather than the product, and

I know that was mentioned in the forum as well, is a way that essentially

what are the skills that you're trying to have your student to achieve?

If it's for them to learn a particular vocabulary, or

is it applying that vocabulary in a particular context?

So if it's trying to move away from just being able to repeat the answer,

but to apply the answer, will definitely move away from types of cheating.

Karen's responded to that in terms of some really good examples, around

what if you are really faced with, you're teaching, for example, a language course.

And they do need to provide that answer and it's not really about the process, and

you struggle with moving towards those types of questions,

and just provide some good examples in terms of how you can deal with that.

Dealing with potentially if it's a language course and students going and

using Google translator to get the answer, how can you initiate those questions so

that Google translator doesn't actually spit out the answer that

you're looking for?

It does require some creativity, but in the long run, it's actually helping

your students to not just look up an answer in a book and provide the answer.

But to actually start thinking about how it's applied,

which is usually what we're trying to get our students to achieve in the long run.

>> It's interesting, from my discipline, from a design background,

it's all about the process as well, so we design our online assessments

to be the capstone to an iterative development process.

So we really see how our students are growing,

what they're learning, how they reply.

So that gives us insight into those final submissions and actually,

sometimes it's very easy to tell when it isn't that person.

Because there's a lot of their personality that's put into the whole process.

That's not going to work for every discipline, but

I think what you're saying covers some of the other side of it.

But it could be that thinking about formative versus summative assessment

as well, and maybe using them in tandem to actually have some of that insight,

progressive kind of builds, so you can build a map of how they're performing and

what they're likely to answer.

Maybe that might help too.

>> I mean, we appreciate that it would be different in different disciplines.

>> Yeah.

>> In design or in social studies, or literature, where you can have more open

ended questions, it's a lot easier to create those questions.

But then when you're stuck with other courses where,

let's say an anatomy courses and they have to know a particular term and they have to

know where that particular term is used for what part of the body, for example.

And typically we've used matching and

we've put the word on the diagram type response.

Again, it's about being creative and trying to change the types of questions,

so it is more about, okay you have to use the term so

we know you've learned the term.

But use it in a sentence, use it in a paragraph,

use it in away that's actually applicable.

And that actually moves towards making it more authentic as well.

Because in real world, you're not just going to provide a word to someone or

provide a term or provide a calculation.

You're going to be applying it to something.

So how can we make the assessment more authentic for

our students so they can actually see how it's applicable in real life?

>> And just one more point, you just actually reminded me of something.

A colleague the other day was talking about essays and submission

of essays online and the possibility of people plagiarizing in that context.

But what she was saying is it's actually important to imbue in your students

that sort of ethical, moral notion of why it's not good to cheat.

Because you're never going to be able to stop people cheating, but

it's about the deeper understanding of where that leads and what damage it's

actually going to be doing you in the future, even in terms of reputation.

because if you're writing something and submitting it, people can track that down

years later when you're going for a job and actually check the originality of it.

And that has come back to bite people, so thinking holistically,

not just about that point in time of assessment, but

understanding how it works in the long run and why you shouldn't actually do it.

>> Yeah.

>> Anyway, that's a lot of different things there,

we probably should keep going.

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