Design - Assessments
According to the Addie Model, assessments are created in the design stage after the objectives are determined. Clearly written objectives will help you to determine the most appropriate assessment. A rubric is helpful to show students exactly how you are grading their assessment. Here is an example of an essay rubric.
Resources
Design Shop - Assessments
Check this web resource from Virginia Tech. It is an excellent resource as you consider assessments.
Meaningful Assessments in the Online Course
CTL offers a mini course on designing assessments as part of our Instructional Design Certificate program.
Vary Assessments
You'll want to use a variety of assessments for each course. Here are examples of a variety of types of assessments:
- Group Projects - While these encourage collaboration, we recommend you keep groups small and stay sensitive to students' varying schedules.
- Quizzes/Tests - Tests and quizzes should be open book and are only delivered via Blackboard (no graded tests/quizzes should be given for on campus students during class time). Students should be able to save and return to a quiz or test at a later time/date. Blackboard has issues at times grading fill-in-the-blank questions (you may capitalize the answer, the student may write the answer in lowercase and it will be marked wrong). Because of this, multiple choice questions are recommended. It is not recommended to show one question at a time. There is an option to randomize questions.
Some text(s) may come with their own bank of test questions (usually on a CD-ROM). These can be transferred into Blackboard quizzes.
- Projects - Students may be given multiple weeks to work on one project. Students may be required to use PowerPoint creations in the presentation of their projects. Students might also use a media enhanced simulation and then be required to write a paper or something on what they learned through the activity.
- Presentations - Students may give 10-minute oral presentations (speeches) in class on a subject they researched. Online students will have to digitally record these presentations and send them to the faculty member. Students might also incorporate a media enhanced simulation and then be required to write a paper or discuss what they learned through the activity.
- Group Discussion Board - Another aspect of Blackboard is the use of group discussions. These discussions can be a response to a media clip (song, video clip, PowerPoint, or other excerpt), a question based on that week’s readings in the assigned text(s), a debate where students take sides on an issue, a point-counterpoint-response format, or a choice from 2 to 3 questions. Any other approach that allows for the generation of "classroom-like" informal discussion is acceptable.
The instructor will set up the groups, for the group discussions requirement. There should be around 4-7 students in each group. Check the group discussion at least three times per week and make appropriate comments. Use the general discussion board for social interaction.
Some text(s) may come with their own bank of test questions and may include essay/discussion questions. These questions can be taken and used for the group discussion boards.
It is recommended that students be given a choice of questions each week from which they select one/two to answer, and that they do not duplicate the questions selected by other students in their group.
Assessments and Blackboard
For tutorials and information on assessing learners in Blackboard, please visit Blackboard's On Demand training.
