Discussion Forum – Evaluating Student Performance in Online Learning Environments Through Formative Assessments

Evaluating Student Performance in Online Learning Environments Through Formative Assessments

When assessing online learners, instructors have the opportunity to use technology to develop a combination of assignments that actively engage learners. Assessments can be formative (implemented during instruction) or summative (implemented after instruction is complete). While summative assessments are cumulative evaluations that help to measure student growth after instruction, formative assessments can be diagnostic tools for future instruction.

Using this week’s learning resources along with additional resources that you may find on the internet, consider the following:

• How do formative assessments benefit the learning environment?
• How are formative assessments effectively implemented?
• What are some examples of formative assessments?

By Friday:
Post your thoughts about the following:

• How can instructors use formative assessments to drive instruction?
• How can formative assessments effectively gauge student performance?
• What are the steps to developing an effective formative assessment?

By Saturday:
Read a selection of your classmates’ postings. Choose one of the listed methods to respond to a minimum of 2 postings:

• Making a connection between your post and a classmates’ post
• Provide additional insight or support
• Ask questions for clarification or to promote further dialogue
• Explain a contrasting viewpoint

*Be sure to periodically revisit the discussion board in order to keep abreast of responses to your postings. Reply to some of those comments in order to maintain a robust discussion within the learning community.

Learning Resources

Course Text: Oosterhof, A., Conrad, R.-M., & Ely, D. P. (2008). Assessing learners online. Upper Saddle River, NJ: Pearson.
o Chapter 6, “Determining How Assessments Will Be Interpreted and Used”

Article: Boston, C. (2002). The concept of formative assessment. Practical Assessment, Research & Evaluation, 8(9). Retrieved from http://PAREonline.net/getvn.asp?v=8&n=9

Article: WIDA Consortium. (2009). WIDA focus on formative assessment. Wisconsin Center for Education Research. 1(2). Retrieved from http://www.wida.us/get.aspx?id=215

Discussion Rubric Link:
DiscussionRubric

Plagiarism Detection and Prevention

Plagiarism is a problem that occurs in any learning environment. It is defined as taking someone else’s work and passing it off as one’s own. Innovation in technology and vast amounts of information that is available via the Internet exacerbates the problem. “Plagiarism has never been easier than it is today. Before the Internet, cheating was labor-intensive and obvious. Potential plagiarist had to find appropriate works from a limited pool of resources, usually a nearby library and copy them by hand” (Plagiarism dot.org, 2011).

To combat this persistent problem, several plagiarism detection programs have been developed. Safe Assignment, Eve 2, Copycatch, Moss, Grammarly, and Turnitin are just a few of the popular applications used by universities. Moreover, high-tech detection systems are used such as retina scans, thumbprints, and remote camera proctoring. These are not foolproof remedies for the problem of plagiarism and cheating. Liz Stover (2006-2009) reveals:

It’s important, however, to realize that anti-plagiarism software can only check against items that are available in a digitized format. For example, if a student copies from a textbook that is not posted on the Internet in a digital format (legally or illegally), it will not be spotted.

Plagiarism protection software should be supplemented with fundamental prevention strategies provided by instructors. Instructors should be prepared to teach students, “about what fair use, copyright, plagiarism, all of that is, and to help them improve their ability to paraphrase, their ability to cite appropriate material” (Palloff, 2011). It has been determined that many offenders aren’t even aware that they are committing a dishonest act because they have never been officially taught the rules.

There are critics who believe building a stronger academic foundation for students should be a priority over relying on software. Jo Badge (2010) ponders “whether academic staff would be better spent on improving student writing and reference skills rather than on detection of non-originality after the fact.”

As a future facilitator of online learning, it will be important to develop assessments that are relevant and “authentic as possible” (Polloff, 2011). Assessments should require application skills where students are coming up with real-world solutions to solve a problem or create a deliverable. Dr. Pratt (2011) recommends allowing student collaboration during assessments because it mirrors the real world. People often seek help for solutions when trying to solve a problem so it should be acceptable in a learning environment.

Developing a brief orientation that explicitly outlines the rules of using other’s work and properly citing those resources should be built into the beginning of the course. Also, referring students to the university librarian or writing center can provide additional clarification. With this in place, plagiarism prevention software can be a resource to reinforce academic integrity.

References

Badge, J. (2010). How effective are electronic plagiarism detection systems and does it matter how you use them? Reviewing the evidence. Retrieved from www.plagiarismadvice.org/…/4IPC_0023_final.pdf – United Kingdom

Palloff, R. & Pratt, K. (2011). Plagiarism and Cheating. Walden Video Library.

Plagiarism dot.org. (2011). Plagiarism and the internet. Retrieved from http://www.plagiarism.org/plag_article_plagiarism_and_the_internet.html

Stover, L. (2006-2009). Plagiarism. eLearning resources: tips and tools for distance education. Retrieved from http://comp.uark.edu/~estover/legal/plagiarism.htm

Multimedia & Online Learning

Impact of Technology and Multimedia

Technology and multimedia have a profound impact on online learning environments. “In education, multimedia tools are used to create stimulating and interactive online education that incorporate audio, video, and animation capabilities” (Song & Kidd, 2009, p. 569). Multimedia tools enable distant learners to connect instantly and conveniently. Furthermore, the use of mobile devices enhances the learning experience by providing access to learners despite geographic barriers.

With the vast array of web 2.0 tools available, it can become overwhelming for an online instructor to choose the appropriate tools for the course. Online instructors must be able to discern which tools are necessary to get the course up and running successfully. Beginning online instructors in particular are advised to “keep is simple. Focus on the essential tools, and build your first course around those tools. You can branch out later as you teach the course a second or third time and gain experience…” (Boettcher & Conrad, 2010, p. 57).

Course management systems (CMS) are probably the most important tools for me as I move toward the online teaching field. “Course management systems such as Moodle provide a suite of tools to improve communication, manage routine tasks, and build bridges between traditional and new literacies” (Wolsey, 2009). These expansive features of a CMS may need to be incorporated into an online teacher’s repertoire in small doses. To reiterate the aforementioned point that was made about being able to discern which tools are necessary, it is suggested that “…faculty indentify one or two tools to learn and use with each course offering as way of expanding their expertise” (Boettcher, et al, p. 58). The old adage KISS (Keep it Simple, Stupid) is a constant reminder that online instructors should remember when using multimedia tools in an online environment.

References

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Song, H. & Kidd, T. T. (2009). Multimedia integration in active online learning environments. Retrieved from http://www.irma-international.org/viewtitle/13407/

Wolsey, T. (2009). Using course management systems: CMS helps facilitate student learning outcomes. Retrieved from http://tom-wolsey.suite101.com/using-course-management-systems-a112471#ixzz1aA6ar3fV

Setting up an Online Experience

Technology

Technology is the cornerstone of online learning. Learning and interaction takes place through the use of tools and systems such as content management systems, discussion forums, blogs, wikis, etc… Becoming acquainted with the many tools used for online learning can be overwhelming. “Learning how to use them will keep you busy for some time to come. However, it’s important not to get overwhelmed. Just pick one to three that are best suited for your learning goals and discipline and learn them” (Boettcher & Conrad, 2010, p.58). It is necessary to focus on the tools that help get the course up and running and get the learning community developed.

Clear Expectations

In any learning environment it is important that learners have a clear understanding of what is expected of them. Learners should be provided with clearly stated guidelines for success. Online learners must possess a set of characteristics that are different from face-to-face learners. “The online learning environment presents a unique set of challenges that require clear definition of instructor performance” (Penn State World Campus, 2011). Students will be acclimated much easier into the online environment if they have these clear guidelines to help them through.

Other Considerations

It is imperative that careful considerations have been made about the content that is being used for the course or module. A question that must be asked is whether or not the content is compatible with online instruction. “As you begin to adapt courses/programs to be delivered online, it is best to start with courses that focus more on theoretical and conceptual content, rather than practical applications content” (Ensminger, Fry, Hannah, Kallemeyn, & Thier, 2009). Once that is established, learning goals must be determined and assessment strategies should be put in place. Also, the instructor/developer should determine the method for delivering instruction (synchronous/asynchronous/blended).

References

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Ensminger, D., Fry, M., Hannah, L., Kallemeyn, L. & Thier, K. (2009). Course development recommendations for online learning. Retrieved from http://www.luc.edu/faculty_online-learn_develop-recommendations.pdf

Penn State World Campus. (2011). Online instructor performance best Practices and expectations. Retrieved from http://psuwcfacdev.ning.com/page/online-instructor-performance

Online Learning Communities

Learning opportunities, whether online or in brick and mortar environments face the obstacles of trying to develop a sense of community. Ensuring that students are learning and satisfied with the learning experience is a very important component of any learning environment. Online learning communities impact student learning and satisfaction by giving learners the opportunity to obtain an education within any convenient location along with the flexibility to work at pace that is most effective to the respective learner.

An online community is a “community of students and faculty who explore content together to construct meaning and knowledge about the topic” (Palloff & Pratt, 2011). This means that collaboration, effective communication, and technological experience are essential elements of online learning.

While online learning is a relatively new phenomenon, It has become an extremely popular way to obtain an education. What makes it unique is the importance of creating a cohesive sense of community in order to keep the learning process relevant and valuable. Since students are geographically isolated, it is important that peer-to-peer feedback supplements the instructor’s facilitation and guidance throughout the course. “Student discussion has been identified as a key component of interactive online learning environments; both instructors and researchers agree that this is where the “real” learning takes place” (Ertmer, Richardson, Belland, Camin, Connolly, Coulthard, Lei & Mong, 2007).

Online learning communities can be sustained by continuing to ensure that learners have the flexibility necessary to successfully participate in the course as they juggle other responsibilities. Effective community building guides learners into an interactive learning environment where students challenge one another, share insight, and assist one another as they navigate through the coursework. Conrad and Donaldson (2004, p. 13) asserts:

“Engaged learning does not simply happen. It requires “architectural engineering” by the instructor. Planning and utilizing activities that assist a learner in moving through the developmental phases of engaged learning ensures that learners are motivated and able to successfully interact and collaborate in an online learning environment and eventually engage in independent knowledge building.”

Effective online instruction encourages learners to actively participate in their own learning. In fact, it is impossible to be successful in a well-designed online course if learners do not become actively engaged in the online community.

References

Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.

Ertmer, P., Richardson, J.C., Belland, B., Camin, D. Connolly, P., Coulthard, G., Lei, L. & Mong, C. (2007). Using peer feedback to enhance the quality of student online postings: An exploratory Study. Journal of Computer-Mediated Communication, 12(2), article 4. Retrieved from http://jcmc.indiana.edu/vol12/issue2/ertmer.html

Palloff, R. & Pratt, K. (2011). Online Learning Communities. Walden Video Library.

Greetings!

My name is Charisse Nelson. I am in my 3rd to last class in the Walden University Instructional Design program. This is an exciting time because I am finally working on my specialization in online learning. I am an early childhood teacher in Brooklyn, New York. Over the past 3 years I have developed a love for photography and I hope to improve upon my skills and become a professional photographer someday, but right now school is my priority.

Analyzing Scope Creep

Unfortunately, my school is suffering from low enrollment. Gentrification has changed the dynamics of the neighborhood and many of our children have moved away. Some of the children still live close by but most do not. To make matters worse, we are tucked away on a dead end block between two large schools. Therefore, parents often overlook us. My principal talks about recruitment but we have yet to set an effective plan in place. It has been suggested that we should engage in more schoolwide projects that are linked to the community. This will give our school some exposure. Over the past 3-4 years we have developed annual events such as Family Literacy Night, Family Science, The Father and Son Breakfast, and The Little Ladies’ Tea Party,

My colleague and close friend Ms. Mac has a knack for taking on those very ambitious projects. Ms. Mac spearheaded a curriculum fair for my school last June. The fair was designed to showcase student work, which included both my 2nd grade and the ELL classes’ photo exhibit in which she was also a part of. Initially, it was a simple plan. Each class would set up their selected work samples, which would be showcased to the public. Light refreshments would be served and a school tour would be provided for parents in the community. Ms. Mac was given a small budget to buy refreshments and to print and display the children’s photos for the exhibit. She had also enlisted someone from the Brooklyn Public Library to provide a library card drive.

All of the teachers were onboard to submit student work to be displayed. Soon Ms. Mac decided to expand the project by inviting a children’s book author to the event. Her rationale being that a meet-the-author session may entice the outside community to attend and bring our school above the radar. It took some coaxing but the principal agreed to increase the budget to include the author’s fee. The next step for Ms. Mac was to secure an author. With just 2 weeks before the event, Ms. Mac reached out to three local children’s book authors. Author and illustrator, Javaka Steptoe, gracefully accepted the invitation at such short notice. The PTA president recommended that we call the local press to cover the event. Before long the curriculum fair had taken a life of it’s own and Ms. Mac became overwhelmed with the duties of pulling it off while conducting the school’s book fair and teaching her classes. Some of us pitched in to help whenever we could but the scope creep made the project a bit daunting.

Marios Alexandrou (2011) describes scope creep:

Scope creep refers to the change in a project’s scope after the project work has started. Typically, the scope expands by the addition of new features to an already approved feature list. As a result, the project drifts away from its original purpose, timeline, and budget.

Ms. Mac was forced to take some time to reevaluate the project. It became evident that it had gone far beyond her original idea. To top it off, her expenditures were exceeding her modest budget and she was forced to use some of her own money. As she tried to figure out how she would display students’ work while overseeing the school book fair, I recommended that she assign spaces for each class and let the teachers set up their own displays. She was reluctant to do that because she was afraid that leaving it up to teachers would result in incomplete displays. However, it became evident that delegating would be the only way to get the job done on time.

Scope creep is not always possible to avoid, but when it appears, project managers must be ready to tackle it head on if they do not want to lose control of the project. Ms. Mac meant well but she didn’t “Evaluate the benefits and disadvantages of the requested changes” (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008). What seemed like great ideas became too time-consuming and almost destroyed the timeline while necessary changes such as delegating some of the work gave Ms. Mac a necessary reprieve.

Fortunately, the curriculum fair went on without a hitch. The teachers had no problem taking time to set up their own displays and the author visit was a great success. However, the press was not invited due to the time constraints. Ms. Mac had to scrap that part of the project to the dismay of the PTA president. Overall, it was a great event.

References

Alexandrou, M. (2011). Scope creep definition. Retrieved from http://www.mariosalexandrou.com/definition/scope-creep.asp

Image: jscreationzs / FreeDigitalPhotos.net

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling       projects. Hoboken, NJ: John Wiley & Sons, Inc.

Effective Communication

Effective Communication

Technological advances give many options for communication. E-mails, text messages, telephone calls, snail mail, visual representations (signs and posters), video conferencing, and face-to-face conversations are all effective ways of conveying a message. However, some of these options are more effective than others. Three of the most common forms of communication particularly within organizations are: e-mail, telephone calls, and face-to-face conversations. Each comes with its own advantages and disadvantages.

E-mail – Conveying a message through e-mail gives the sender instant delivery to the receiver. It is fast and easy and provides the sender with a paper trail. “Organizations use written communication to ensure they have documentation when correcting an issue or dealing with important legal situations” (Vitez, 2011).

The Art of Effective Communication displayed an e-mail shared between two colleagues concerning one colleague’s (Jane) need to receive a report from the other (Mark). The report was imperative for Jane to complete a project by a specified deadline. The e-mail was an informal approach that effectively conveyed Jane’s message. It was clear and to the point. Moreover, the writing style was appropriate for the situation. There were no emoticons or all caps to convey screaming. However, it was difficult to accurately pinpoint Jane’s tone. People may have different perceptions about the tone since there are no nonverbal cues to give some perspective. Jane’s body language, gestures, or facial expressions would help make the message clearer. I wasn’t sure if it was a cordial e-mail to a colleague who she understands is swamped with work or a “nice-nasty” e-mail to someone that she might have reached out to several times. “E-mail is impersonal. Unlike in a mano-a-mano conversation, it’s tough to get across facial expressions and other nuances in e-mail prose”(McFedrie, 1995-2008).  It is also important to acknowledge that e-mail does not guarantee feedback. With Jane being in a time crunch, I would think that she would be a little concerned that Mark may not read or acknowledge her e-mail in a timely manner.

Voicemail – Voicemail provides the sender with a quick and easy way to leave a message with the receivers if they are in a different location or unavailable at the time of the call.

The second communication mode demonstrated in The Art of Effective Communication was Jane’s voicemail message. The voicemail does give some verbal cues such as inflection and vocal tone but it’s still a bit difficult to decipher her manner at the time that she left the voicemail. Like e-mail, voicemail does not ensure that Mark will receive the message, listen to the message, or even acknowledge the message. If he does respond, there is a chance that he may not respond within the necessary timeline. Also, the receiver could misconstrue the sender’s message if the verbal cues are not clear enough. It should also be mentioned that Jane did not give a specific time frame for receiving the report. This could be problematic if Mark’s perception of timely is different from Jane’s. Therefore, if Mark doesn’t respond quickly to clarify the timeline, Jane could find herself in a bind. “The clearer a request, the easier it is for the person to estimate the effort needed to respond to the request and to produce the right result the first time” (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008).

Face-to-Face – This mode of communication allows the sender to get instant feedback from the receiver. It also provides the nonverbal cues that help the sender convey the message more accurately. During this exchange, body language and facial expressions give the receiver a clearer idea of the sender’s intent.

In the face-to-face portion of the Art of Effective Communication, it was much easier to recognize Jane’s intent. Her body language, facial expressions, and vocal tone all convey a sense of urgency, yet with a positive attitude.

People Communicating (2009) asserts:

In face to face communication, we have all the cues available to us: words, facial expression, gestures, body language, tone of voice, room temperature, room noise, and other people in the room that might be present. If there is something missing in the person’s words, there are other cues that will complement the message, if they are congruent with the words. The message will be more complete and clear when all cues are present.

Jane’s three methods of communicating demonstrate the importance of ensuring that one’s message is received and accurately interpreted by the receiver.

References

People Communicating. (2009). Face to face communication. Retrieved from http://www.people-communicating.com/face-to-face-communication.html

McFedrie, P. (1995-2008).  The pros and cons of e-mail. Paul McFedries’ Web Home. Retrieved from http://www.mcfedries.com/ramblings/email-pros-cons.asp

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

Vitez, O. (2011). Types of business communications. Retrieved from http://smallbusiness.chron.com/types-business-communications-697.html

“Post-mortem”

Learning from a Project “Post-mortem”

Back in late June 2009, my principal informed me that I had been chosen to facilitate a project with my first grade students. She bought a program called Jellybean Journalism and forgot about it. The program was designed to incorporate journalism and technology into elementary level classes. When she received a call stating that she was in a “use-it-or-lose-it” position she had to implement it as soon as possible. Since she knows that I’m interested in technology and that I like project-based learning, I became the unsuspecting recipient of the project. Mind you, I found out on the day the project was set to begin which was June 23. School let out June 26,

My mind was on packing up my classroom while keeping the students engaged for those last few days but I had to get the job done at my principal’s request. The program came with a trainer named Josh whose job was to guide me as I facilitated my first-graders through the process of writing, reporting and producing their own news segments on iMovie. Imagine taking on this task with a group of 6-7 year olds at a time when they are irritable and ready for summer vacation?  Not only did they have to write their own material and report it, but they also had to learn how to use iMovie to produce the segments. Nonetheless, with Josh’s direction, I led my students through the project as they created deliverables that satisfied my principal. Despite the fact that there was no plan phase—we went straight to the start phase, it was a great accomplishment to get the project completed within such a tight timeframe.

Fast-forward one-year later, and my principal decided that lightening would be able to strike the same way twice. Once again, I was informed at the eleventh hour that the project would be picked up again. This time I was given three weeks to get the project completed. However, my students were already engrossed in a photography project that was monopolizing our time.  Josh came back along with his colleague Ms. Diaz. The school librarian was also brought on-board to help get the project off the ground. My principal’s assumptions were that with more time (2 additional weeks), more project team members, and the prior knowledge of the students (I had moved up to second grade with most of my prior students), the deliverables would be more enhanced and successful than the prior year. “Even though projects are often similar to ones done in the past, some things are different…project managers need to take the time at the start of the project to be sure the established plan suits the current situation” (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008, p. 105).

During our kick-off meeting, it was decided that we should try to combine the photography project with the Jellybean Journalism project since the photo essays being used in the photography project could be easily converted to iMovie news segments. This seemed like the best of both worlds but there were some constraints for us to consider this time around.

• There was a limited amount of reliable computers.
• Equipment that was brought on to enhance the new presentations were not compatible with the school’s outdated computers.
• My class size had doubled since the last school year, which made it difficult to keep the students engaged with limited equipment.
• Scheduling conflicts arose between teachers and Jellybean Journalism representatives.

Unfortunately, the project stalled and was never completed. Furthermore, the photography project had to be completed on my personal laptop due to the school’s technical limitations.

One of the factors that I believe led to the failure of the project was “inconsistent upper-management support” (p. 108). My principal didn’t support the necessary adjustments needed to get the project going. She had booked the representatives without speaking with the teachers first, which led to the schedule conflicts. Also, there were other staff members who should have been brought on to support the team.  Strangely enough, the technology teacher was never involved in the project although we had suggested that she come on board to provide technical support and additional guidance.  It was also very difficult to coordinate our time with her so that we could access the computers in a timely manner.

Michael Greer (2010) poses the following question to consider when creating a project plan, “Did we have the right people assigned to all project roles? (Consider subject matter expertise, technical contributions, management, review and approval, and other key roles)” I think upper management (my principal) dropped the ball on this project. She based the project on assumptions that were not accurate. Portny, et al (2008) points out, “Recognize that information one person considers true might not be. Investigate the rationale behind all assumptions” (p. 107).

It was disheartening to see the project fail. However, as the project manager, I was bought on with limited time, support and critical resources.

Resources

Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects!

(Laureate custom ed.). Baltimore: Laureate Education, Inc.

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008).

Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

Welcome to my blog

Here we are in class number 8. Feel free to stop by and drop me a line. I look forward to your comments.