{"id":420,"date":"2021-07-15T13:59:37","date_gmt":"2021-07-15T13:59:37","guid":{"rendered":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/chapter\/evaluating-online-assessments\/"},"modified":"2021-12-09T03:59:33","modified_gmt":"2021-12-09T03:59:33","slug":"evaluating-online-assessments","status":"publish","type":"chapter","link":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/chapter\/evaluating-online-assessments\/","title":{"raw":"Evaluating Online Assessments","rendered":"Evaluating Online Assessments"},"content":{"raw":"<h2>Assessment, Evaluation, and Grading<\/h2>\r\nWhat is the difference between assessment, evaluation, and grading?\r\n\r\n&nbsp;\r\n\r\n<details><summary>Assessment<\/summary>\r\n<div class=\"collapsed\">Assessment is gathering information about how students are progressing through a learning experience. It involves a variety of methods to monitor student learning.<\/div>\r\n<\/details><details><!--Evaluation --><summary>Evaluation<\/summary>\r\n<div class=\"collapsed\">Evaluation is determining the quality of student work based on set criteria. It answers the question \u201cTo what extent has the student met the learning outcomes?\u201d Defining criteria clearly helps teachers measure student progress in relation to the learning goals of the module, unit, or course.<\/div>\r\n<\/details><details><!--Grading --><summary>Grading<\/summary>\r\n<div class=\"collapsed\">Grading is the assignment of a value for an evaluation of an assessment. They can be numeric (i.e., 70%), alphabetic (B+), or descriptive (Satisfactory).<\/div>\r\n<\/details>A well-designed online assessment allows us to measure learning effectively, while also promoting learning with meaningful feedback and encouraging learners to reflect on their progress.\r\n\r\nThere are three steps to measuring learning. Click on the \"+\" icons below for more information.\r\n\r\n[h5p id=\"135\"]\r\n<h2>Rubrics<\/h2>\r\nRubrics, when designed effectively and presented clearly, can support learning and help students measure their own progress and set new learning goals for themselves. Rubrics are essential elements for any task-based authentic assessment.\r\n\r\nThree popular types of rubrics are <a href=\"https:\/\/www.cultofpedagogy.com\/holistic-analytic-single-point-rubrics\/\">analytic, holistic, and single-point<\/a>.\u00a0No matter which rubric you select, ensure that it:\r\n<ul>\r\n \t<li>articulates clear criteria for success<\/li>\r\n \t<li>is broad enough to allow for multimodality, accessibility and inclusivity<\/li>\r\n \t<li>complements feedback and comments from the assignment<\/li>\r\n<\/ul>\r\nSince we have been focusing on authentic assessment in this module, consider how to measure skills that support learners in industry readiness and community engagement. For instance, ask yourself what skills are valued by industry experts and community leaders.\r\n<div class=\"textbox callout\">\r\n\r\nHere is a sample single-point rubric that aligns with successful demonstration of skills, knowledge and attitudes that lead to success in the workplace:\r\n<table class=\"grid landscape\" style=\"border-collapse: collapse;width: 100%;margin-left: auto;margin-right: auto;height: 286px\" border=\"1\">\r\n<tbody>\r\n<tr style=\"height: 46px\">\r\n<td style=\"width: 11.8213%;height: 46px\"><strong>Needs Improvement<\/strong><\/td>\r\n<td style=\"width: 38.1787%;height: 46px\"><strong>Criteria<\/strong><\/td>\r\n<td style=\"width: 17.138%;height: 46px\"><strong>Successful Completion<\/strong><\/td>\r\n<td style=\"width: 32.862%;height: 46px\"><strong>Feedback \/ Comments<\/strong><\/td>\r\n<\/tr>\r\n<tr style=\"height: 58px\">\r\n<td style=\"width: 11.8213%;height: 58px;text-align: center\"><\/td>\r\n<td style=\"width: 38.1787%;height: 58px\">Communication skills: States and explains positions clearly and concisely<\/td>\r\n<td style=\"width: 17.138%;height: 58px;text-align: center\"><span style=\"font-size: 24pt\"><strong>\u2611<\/strong><\/span><\/td>\r\n<td style=\"width: 32.862%;height: 58px\"><\/td>\r\n<\/tr>\r\n<tr style=\"height: 61px\">\r\n<td style=\"width: 11.8213%;height: 61px;text-align: center\"><span style=\"font-size: 24pt\"><strong>\u2611<\/strong><\/span><\/td>\r\n<td style=\"width: 38.1787%;height: 61px\">Collaboration: Makes a meaningful contribution to the team<\/td>\r\n<td style=\"width: 17.138%;height: 61px;text-align: center\"><\/td>\r\n<td style=\"width: 32.862%;height: 61px\">Consider sharing your availability with teammates and decide on roles and responsibilities at an earlier stage of collaboration.<\/td>\r\n<\/tr>\r\n<tr style=\"height: 61px\">\r\n<td style=\"width: 11.8213%;height: 53px;text-align: center\"><\/td>\r\n<td style=\"width: 38.1787%;height: 53px\">Critical Thinking: Demonstrates strong reasoning, skills. Uses well-informed judgement to analyze and evaluate.<\/td>\r\n<td style=\"width: 17.138%;height: 53px;text-align: center\"><span style=\"font-size: 24pt\"><strong>\u2611<\/strong><\/span><\/td>\r\n<td style=\"width: 32.862%;height: 53px\"><\/td>\r\n<\/tr>\r\n<tr style=\"height: 68px\">\r\n<td style=\"width: 11.8213%;height: 68px;text-align: center\"><\/td>\r\n<td style=\"width: 38.1787%;height: 68px\">Digital Skills: Demonstrates effective use of digital tools.<\/td>\r\n<td style=\"width: 17.138%;height: 68px;text-align: center\"><span style=\"font-size: 24pt\"><strong>\u2611<\/strong><\/span><\/td>\r\n<td style=\"width: 32.862%;height: 68px\"><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>Reference:<\/strong>\r\n\r\nCult of Pedagogy. (2014). <a href=\"https:\/\/www.cultofpedagogy.com\/holistic-analytic-single-point-rubrics\/\">Holistic, Analytic, and Single-Point Rubrics<\/a>.\r\n\r\n<\/div>\r\n<h2>Feedback<\/h2>\r\nWhat is the purpose of feedback? Is it to explain a grade? Is it to provide further detail that a rubric can\u2019t capture?\r\n\r\nFeedback is an opportunity to guide learners in their development. Feedback should be frequent, ongoing and immediate for it to make a positive impact on learning. In a virtual learning environment feedback software allows for easy marginal comments and text-specific feedback.\r\n\r\nHere are some tips to providing feedback in online environments.\r\n<ul>\r\n \t<li>Provide rich and meaningful feedback that remains focused on the overall objective of the assignment. Establish a dialogue with learners, and use a friendly, conversational tone that encourages reflection and acknowledges the process of learning, rather than the product.<\/li>\r\n \t<li>Use the language found in the rubric so students will see connections between their performance and the criteria for success.<\/li>\r\n \t<li>Take a \u201cfeed forward\u201d approach. Focus on what two or three things students can do to improve next time.<\/li>\r\n \t<li>Ask learners how they prefer to receive feedback (text, audio, audio\/visual), and take advantage of suitable digital tools that make your feedback more accessible to learners.<\/li>\r\n<\/ul>\r\n<img class=\"size-thumbnail alignleft\" src=\"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-content\/uploads\/sites\/7\/2021\/12\/Yellow__Idea-1.png\" alt=\"\" width=\"150\" height=\"150\" \/>\r\n\r\n&nbsp;\r\n\r\n<strong>Tip: <\/strong>Online feedback: <a href=\"https:\/\/davestuartjr.com\/how-and-why-to-leave-audio-feedback-on-student-work-distance-learning\/\">Audio feedback<\/a> applications are growing in popularity because of their ease of use and conversational approach. Before committing to an app, make sure that it is free and accessible for all learners and is AODA compliant.\r\n<h2>Peer Assessment<\/h2>\r\nWhen designed carefully and delivered with clarity, peer assessment and feedback can be more reliable than grade-based assessments. [footnote] <a href=\"https:\/\/www.mcgill.ca\/tls\/files\/tls\/tls_designing_peer_assessment_assignments_-_march_2021.pdf\">Designing Peer Assessment Assignments<\/a> (2021). University of McGill Teaching and Learning Services).[\/footnote]\r\n\r\nThe skill of giving effective feedback must be learned, modelled and practiced. Through peer assessment, learners develop the real-world skill of giving meaningful feedback. They also strengthen their critical reflection skills and deepen their awareness of core skills competencies developed through this assessment. By reviewing others\u2019 work with a critical lens, they are reflecting on their own progress at the same time.\r\n\r\n<strong>Resources:<\/strong>\r\n<ul>\r\n \t<li>McGill University\u2019s <a href=\"https:\/\/www.mcgill.ca\/tls\/instructors\/assessment\/peer\">Peer Assessment Resource<\/a><\/li>\r\n \t<li>Dave Stuart Junior\u2019s <a style=\"text-align: initial;font-size: 1em\" href=\"https:\/\/davestuartjr.com\/how-and-why-to-leave-audio-feedback-on-student-work-distance-learning\/\">How and Why to Leave Audio Feedback<\/a><\/li>\r\n<\/ul>\r\n<h2>Digital Tools for Assessment in a Virtual Environment<\/h2>\r\nHere are some helpful strategies that teachers and students can use to design and submit online assessments.\r\n\r\nFor each type of assessment, review the digital tool that corresponds with its purpose. Fill in the first column with a specific digital tool suitable for the purpose in the left column.\r\n\r\nResearch may be necessary. The best places to start are your Teaching and Learning Centres, your organization's library team, and, of course, Google.\r\n\r\nThe first two items are started off for you.\r\n\r\n<span style=\"background-color: #ffff99\">[form in development]<\/span>\r\n<div class=\"textbox textbox--reflection\"><header class=\"textbox__header\">\r\n<h2 class=\"textbox__title\">Reflection<\/h2>\r\n<\/header>[h5p id=\"136\"]\r\n\r\n<\/div>","rendered":"<h2>Assessment, Evaluation, and Grading<\/h2>\n<p>What is the difference between assessment, evaluation, and grading?<\/p>\n<p>&nbsp;<\/p>\n<details>\n<summary>Assessment<\/summary>\n<div class=\"collapsed\">Assessment is gathering information about how students are progressing through a learning experience. It involves a variety of methods to monitor student learning.<\/div>\n<\/details>\n<details><!--Evaluation --><\/p>\n<summary>Evaluation<\/summary>\n<div class=\"collapsed\">Evaluation is determining the quality of student work based on set criteria. It answers the question \u201cTo what extent has the student met the learning outcomes?\u201d Defining criteria clearly helps teachers measure student progress in relation to the learning goals of the module, unit, or course.<\/div>\n<\/details>\n<details><!--Grading --><\/p>\n<summary>Grading<\/summary>\n<div class=\"collapsed\">Grading is the assignment of a value for an evaluation of an assessment. They can be numeric (i.e., 70%), alphabetic (B+), or descriptive (Satisfactory).<\/div>\n<\/details>\n<p>A well-designed online assessment allows us to measure learning effectively, while also promoting learning with meaningful feedback and encouraging learners to reflect on their progress.<\/p>\n<p>There are three steps to measuring learning. Click on the &#8220;+&#8221; icons below for more information.<\/p>\n<div id=\"h5p-135\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-135\" class=\"h5p-iframe\" data-content-id=\"135\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Three steps to measuring learning\"><\/iframe><\/div>\n<\/div>\n<h2>Rubrics<\/h2>\n<p>Rubrics, when designed effectively and presented clearly, can support learning and help students measure their own progress and set new learning goals for themselves. Rubrics are essential elements for any task-based authentic assessment.<\/p>\n<p>Three popular types of rubrics are <a href=\"https:\/\/www.cultofpedagogy.com\/holistic-analytic-single-point-rubrics\/\">analytic, holistic, and single-point<\/a>.\u00a0No matter which rubric you select, ensure that it:<\/p>\n<ul>\n<li>articulates clear criteria for success<\/li>\n<li>is broad enough to allow for multimodality, accessibility and inclusivity<\/li>\n<li>complements feedback and comments from the assignment<\/li>\n<\/ul>\n<p>Since we have been focusing on authentic assessment in this module, consider how to measure skills that support learners in industry readiness and community engagement. For instance, ask yourself what skills are valued by industry experts and community leaders.<\/p>\n<div class=\"textbox callout\">\n<p>Here is a sample single-point rubric that aligns with successful demonstration of skills, knowledge and attitudes that lead to success in the workplace:<\/p>\n<table class=\"grid landscape\" style=\"border-collapse: collapse;width: 100%;margin-left: auto;margin-right: auto;height: 286px\">\n<tbody>\n<tr style=\"height: 46px\">\n<td style=\"width: 11.8213%;height: 46px\"><strong>Needs Improvement<\/strong><\/td>\n<td style=\"width: 38.1787%;height: 46px\"><strong>Criteria<\/strong><\/td>\n<td style=\"width: 17.138%;height: 46px\"><strong>Successful Completion<\/strong><\/td>\n<td style=\"width: 32.862%;height: 46px\"><strong>Feedback \/ Comments<\/strong><\/td>\n<\/tr>\n<tr style=\"height: 58px\">\n<td style=\"width: 11.8213%;height: 58px;text-align: center\"><\/td>\n<td style=\"width: 38.1787%;height: 58px\">Communication skills: States and explains positions clearly and concisely<\/td>\n<td style=\"width: 17.138%;height: 58px;text-align: center\"><span style=\"font-size: 24pt\"><strong>\u2611<\/strong><\/span><\/td>\n<td style=\"width: 32.862%;height: 58px\"><\/td>\n<\/tr>\n<tr style=\"height: 61px\">\n<td style=\"width: 11.8213%;height: 61px;text-align: center\"><span style=\"font-size: 24pt\"><strong>\u2611<\/strong><\/span><\/td>\n<td style=\"width: 38.1787%;height: 61px\">Collaboration: Makes a meaningful contribution to the team<\/td>\n<td style=\"width: 17.138%;height: 61px;text-align: center\"><\/td>\n<td style=\"width: 32.862%;height: 61px\">Consider sharing your availability with teammates and decide on roles and responsibilities at an earlier stage of collaboration.<\/td>\n<\/tr>\n<tr style=\"height: 61px\">\n<td style=\"width: 11.8213%;height: 53px;text-align: center\"><\/td>\n<td style=\"width: 38.1787%;height: 53px\">Critical Thinking: Demonstrates strong reasoning, skills. Uses well-informed judgement to analyze and evaluate.<\/td>\n<td style=\"width: 17.138%;height: 53px;text-align: center\"><span style=\"font-size: 24pt\"><strong>\u2611<\/strong><\/span><\/td>\n<td style=\"width: 32.862%;height: 53px\"><\/td>\n<\/tr>\n<tr style=\"height: 68px\">\n<td style=\"width: 11.8213%;height: 68px;text-align: center\"><\/td>\n<td style=\"width: 38.1787%;height: 68px\">Digital Skills: Demonstrates effective use of digital tools.<\/td>\n<td style=\"width: 17.138%;height: 68px;text-align: center\"><span style=\"font-size: 24pt\"><strong>\u2611<\/strong><\/span><\/td>\n<td style=\"width: 32.862%;height: 68px\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Reference:<\/strong><\/p>\n<p>Cult of Pedagogy. (2014). <a href=\"https:\/\/www.cultofpedagogy.com\/holistic-analytic-single-point-rubrics\/\">Holistic, Analytic, and Single-Point Rubrics<\/a>.<\/p>\n<\/div>\n<h2>Feedback<\/h2>\n<p>What is the purpose of feedback? Is it to explain a grade? Is it to provide further detail that a rubric can\u2019t capture?<\/p>\n<p>Feedback is an opportunity to guide learners in their development. Feedback should be frequent, ongoing and immediate for it to make a positive impact on learning. In a virtual learning environment feedback software allows for easy marginal comments and text-specific feedback.<\/p>\n<p>Here are some tips to providing feedback in online environments.<\/p>\n<ul>\n<li>Provide rich and meaningful feedback that remains focused on the overall objective of the assignment. Establish a dialogue with learners, and use a friendly, conversational tone that encourages reflection and acknowledges the process of learning, rather than the product.<\/li>\n<li>Use the language found in the rubric so students will see connections between their performance and the criteria for success.<\/li>\n<li>Take a \u201cfeed forward\u201d approach. Focus on what two or three things students can do to improve next time.<\/li>\n<li>Ask learners how they prefer to receive feedback (text, audio, audio\/visual), and take advantage of suitable digital tools that make your feedback more accessible to learners.<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail alignleft\" src=\"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-content\/uploads\/sites\/7\/2021\/12\/Yellow__Idea-1.png\" alt=\"\" width=\"150\" height=\"150\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Tip: <\/strong>Online feedback: <a href=\"https:\/\/davestuartjr.com\/how-and-why-to-leave-audio-feedback-on-student-work-distance-learning\/\">Audio feedback<\/a> applications are growing in popularity because of their ease of use and conversational approach. Before committing to an app, make sure that it is free and accessible for all learners and is AODA compliant.<\/p>\n<h2>Peer Assessment<\/h2>\n<p>When designed carefully and delivered with clarity, peer assessment and feedback can be more reliable than grade-based assessments. <a class=\"footnote\" title=\"Designing Peer Assessment Assignments (2021). University of McGill Teaching and Learning Services).\" id=\"return-footnote-420-1\" href=\"#footnote-420-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a><\/p>\n<p>The skill of giving effective feedback must be learned, modelled and practiced. Through peer assessment, learners develop the real-world skill of giving meaningful feedback. They also strengthen their critical reflection skills and deepen their awareness of core skills competencies developed through this assessment. By reviewing others\u2019 work with a critical lens, they are reflecting on their own progress at the same time.<\/p>\n<p><strong>Resources:<\/strong><\/p>\n<ul>\n<li>McGill University\u2019s <a href=\"https:\/\/www.mcgill.ca\/tls\/instructors\/assessment\/peer\">Peer Assessment Resource<\/a><\/li>\n<li>Dave Stuart Junior\u2019s <a style=\"text-align: initial;font-size: 1em\" href=\"https:\/\/davestuartjr.com\/how-and-why-to-leave-audio-feedback-on-student-work-distance-learning\/\">How and Why to Leave Audio Feedback<\/a><\/li>\n<\/ul>\n<h2>Digital Tools for Assessment in a Virtual Environment<\/h2>\n<p>Here are some helpful strategies that teachers and students can use to design and submit online assessments.<\/p>\n<p>For each type of assessment, review the digital tool that corresponds with its purpose. Fill in the first column with a specific digital tool suitable for the purpose in the left column.<\/p>\n<p>Research may be necessary. The best places to start are your Teaching and Learning Centres, your organization&#8217;s library team, and, of course, Google.<\/p>\n<p>The first two items are started off for you.<\/p>\n<p><span style=\"background-color: #ffff99\">[form in development]<\/span><\/p>\n<div class=\"textbox textbox--reflection\">\n<header class=\"textbox__header\">\n<h2 class=\"textbox__title\">Reflection<\/h2>\n<\/header>\n<div id=\"h5p-136\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-136\" class=\"h5p-iframe\" data-content-id=\"136\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Evaluating Online Assessments - Applying your Knowledge\"><\/iframe><\/div>\n<\/div>\n<\/div>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-420-1\"> <a href=\"https:\/\/www.mcgill.ca\/tls\/files\/tls\/tls_designing_peer_assessment_assignments_-_march_2021.pdf\">Designing Peer Assessment Assignments<\/a> (2021). University of McGill Teaching and Learning Services). <a href=\"#return-footnote-420-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":2,"menu_order":5,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":"cc-by"},"chapter-type":[49],"contributor":[],"license":[53],"class_list":["post-420","chapter","type-chapter","status-publish","hentry","chapter-type-numberless","license-cc-by"],"part":405,"_links":{"self":[{"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/pressbooks\/v2\/chapters\/420","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":3,"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/pressbooks\/v2\/chapters\/420\/revisions"}],"predecessor-version":[{"id":437,"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/pressbooks\/v2\/chapters\/420\/revisions\/437"}],"part":[{"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/pressbooks\/v2\/parts\/405"}],"metadata":[{"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/pressbooks\/v2\/chapters\/420\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/wp\/v2\/media?parent=420"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/pressbooks\/v2\/chapter-type?post=420"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/wp\/v2\/contributor?post=420"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-json\/wp\/v2\/license?post=420"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}