Assessments

Spring 2009 Pre-Final
Here's a simplified [|pre-final grading rubric] using Google Spreadsheets

Fall 2008 Final
[|Final Questions] [|Final Draft Rubric] [|JobAid for Turnitin.com] 1. Are we going to use turnitin.com?

If we want to have students use turnitin.com then we'll need to setup all the instructors and students with accounts and given them the appropriate instructions and information (e.g. master class ID and password) to enable them to join the appropriate classes through the site. I'm not sure how you turn things in via the site or how instructors get access to what the students have turned in.

Recommendation: We don't actually use it for the final but we tell students that instructors are using it so they will be able to detect plagiarism. I think we should pilot using turnitin.com in the spring with a smaller assignment where the stakes are lower. I think we should let instructors give their sections the instructions on how to submit the assignments so that students are submitting their final in the same way they have been submitting their work in W200 this term.

2. Are there going to be guidelines on maximum and minimum response lengths?

Students will be asking for this and we can either not give them this information, set a min and or max number of words at the course level, or leave it up to the instructors to make this decision and communicate it to the students.

Recommendation: I think we let instructors make this call. I'll likely give my students a maximum number of words per question but no minimum.

3. How do we handle late examinations?

We can either outline a specific policy or handle things on a case by case basis. If we define a policy then it could either be a late = 0 policy or a deduction based on how late it is (e.g. -10% per day).

Recommendation: I think we go with a late = 0 policy at the course level and then let instructors decide if they want to make exceptions to this on a case by case basis. = = = = =Unit Test 3=

What topics should it cover?

 * Assessment
 * Administration
 * Assessing issues in the digital classroom (parts 1)
 * Assessing issues in the digital classroom (parts 2)

How long should it take?

 * Other unit tests took about 45 minutes and I think this one should take closer to 30 minutes - Andrew
 * The unit 2 test was 6 pages so I'm thinking 4 pages for this one - Andrew
 * It should be less than the first Unit test, which was 30 min. but took them longer - Susie
 * I think this will be difficult to gauge. If we give a take home, some will spend time and some will not take it as seriously. If we provide the rubric we can have better control but there are no guarantees. I think 30-45 minutes will be enough for a draft of an essay. -Craig
 * I have been happy with the length of the tests so far. This test, I think, covers as many weeks as the first one, so about the same length sounds right to me. --Doug

How many points should it be worth?

 * Other unit tests are worth 50 points. The classroom management topic is in unit three but will be covered in the final and not the unit 3 test since we are moving the unit three test into week 14. I think unit test 3 should be worth 35 points (a bit less than 3/4 of the other tests) and the other 15 points would be put onto the final taking it from 75 to 90 points. - Andrew
 * I would actually prefer it to be representative of the first two Unit Tests. The Addressing Issues lectures will need to account for 20 points due to all the information - there will be a lot of information to cover in these two presentations. Unit 3 Test = 40 points | Final = 85 points. D.r L
 * Agreed. --Doug
 * Agreed -- Ja-ok

What question types should be used?

 * Combination of multiple-choice, fill in the blank, and short answer / essay questions
 * Ditto. Dr. L
 * I can see no other alternative to an essay when we give a take home. Otherwise we are simply creating busiwork and offending the students who will be asked to help their peers. -Craig
 * I have been satisfied with the variety on the first two tests. --Doug

What specific objectives should it address?

 * Advantages / disadvantages of question types

How should the test work logistically?

 * I think they should take it in their labs but have a component that involves turning something in electronically and possibly using turnitin.com
 * Maybe they could have an essay question at the end of the test that they turn in through turnitin - Susie
 * there is an essential component which needs to be addressed in the labs. Then, student put thought work into drafting on their own.n I have not used tunitin.com, but have polled my student about it. I don't have any good news about it. -Craig

Unit 3 Possible Test Topics o Assessment o Advantages and limitations of assessment techniques • True-false • Matching • Completion / short answer • Multiple choice • Essay • Performance • Portfolio • Interviews and oral assessments • Logs and journals • Writing samples • Open-ended experiences • Long-term projects o Rubrics o Formative versus summative • Cook tastes the soup • Guest tastes the soup o Data driven decision making • NCLB • Data-driven practices • Evaluate practices and impact on student learning o Test generators • What they do • Advantages o Administration o What is the key content? o Creating a grade book o Issues in the digital classroom o Cybercrime o Computer Fraud and Misuse o Individual Privacy o Ethical and Legal Concerns • Copyright • Access to harmful material • Plagiarism • Information Accuracy • Role-Playing Models for Ethical Behavior • Kid Safety and Cybersafety • Social Networking o Equity in Education • Digital divide • One laptop per child initiative

=Final Exam=

What topics should it cover?

 * I think it should focus on relating course material to personal experiences (including their ePortfolio) - Andrew
 * It should be a reflection on the eportfolio, bringing in content from the lecture (such as questions on why did you choose to implement this - in terms of the three e's OR when did you use technology to enhance a lesson? Describe this example and tell us why you believe technology enhanced the example. The second example may be easier to grade.) - Dr. L
 * They could be asked to create something using some tool of their choice - Susie
 * They could talk about challenges teachers face in several of the topics covered during the course. Then they could offer some solutions using technology tools. There were LOTS of examples given in every lecture. - Susie
 * I like the idea of trying to relate the course content to the e-portfolio and having them look back at how their work by the end of the semester related to lecture topics and lab activities throughout. PROGRESS should play a big role, and having them tie what the outcomes of their portfolio were to course concepts would be great. --Doug

How long should it take?

 * If it's worth 90 points then it should be designed so that it takes about twice the amount of time that the 45 minute unit tests take. I think 1.5 hours is a good target. I would rather students spend extra time on their portfolios and I'm would be concerned with the amount of time it would take to grade if it was longer. - Andrew
 * However long the exam slot was slated to be. 2 hours? 3 hours? --Doug
 * Typically, finals last 2 hours. However, they can take this home. If they have prepared and know the content covered in the class, it may take them a shorter amount of time. I think we worry about the number of questions we will ask, and how much you want to grade. Dr. L

What question types should be used?

 * I don't think we can use multiple choice or fill in the blank that have unique correct answers otherwise students will be able to easily cheat. I think a few long answer questions would be the best approach. These long answers would have to be personalized to prevent copying. -Andrew
 * I like to give them options in take home tests, such as complete 3 out of the 5 questions. If we had a rubric for each question that specified how many points we'd assign for each part of the answer, it shouldn't take that long to grade. I would like to see fewer questions but "bigger" questions. - Susie
 * I like Susie's "menu" approach, using essay questions. Some combination of reflection and "hard" essays. --Doug
 * I like giving them choices, but I think we need to focus on essay questions. Again, making sure that there are still some specific content that each question addresses. They should have to hit questions on three main areas associated with the units: Why we use technology; how to select what technology to use; and how to integrate technology into the classroom. However, I think only 3 questions would have to incorporate a lot into each question. The broader the questions (and the fewer we have) the more difficult the final will be to grade. -Dr. L

How should the test work logistically?

 * It will be take home and be turned into oncourse and turnitin.com

=Specific Questions= Link to evidence. 1. Professional Growth and Development. How could you address these with professional development? a. link to PD plan b. talk about your growth c. weaknesses d. how to improve (NETS-T standards, Formal v informal PD, Administrative tools, Standards in general) e. Issues What issues most concerns you.

2. Defend one of their choices and talk about this might be implemented into the classroom. Draw in Unit 3. Specifically include classroom management. a. 3 e's b. link to artifact proposal and expand on "D & E" from grade c. Classroom management strategies. d. Issues. e. assessment

3. Modifications. Take lesson from 3 and adapt it for virtual/distance education. The classroom becomes different (learners, environments) Identify concerns. Propose solutions. Learners: Gender, SES,

Release on Monday - Dec 8th available from individual instructors. Everyone must do it through Turnitin.com