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Online Assessments at Sauder Not your parents’ multiple choice exams...

Online Assessments at Sauder Not your parents’ multiple choice exams. Roadmap. TODAY: Introductions and Assumptions Start at the start = Learning Objectives Overview of the Vista Assessment tool Breaking the mould/what is possible COMM 293 Case Analysis Publishers Resources. Introductions.

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Online Assessments at Sauder Not your parents’ multiple choice exams...

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  1. Online Assessments at SauderNot your parents’ multiple choice exams...

  2. Roadmap • TODAY: • Introductions and Assumptions • Start at the start = Learning Objectives • Overview of the Vista Assessment tool • Breaking the mould/what is possible • COMM 293 Case Analysis • Publishers Resources

  3. Introductions • Who are you? • What do you do? • Why are you here?

  4. Learning Objectives

  5. Tactics

  6. Learning Objectives • The Springboard Workshop participants will be able: • To challenge current perceptions about online assessments • To acquire a working knowledge of the available components of an online assessment (Quiz) tool • To stimulate creative thinking around the (almost) unlimited power available in using an Online Assessment (Quiz) tool • To connect the value of how Online Assessments can support student learning • To appreciate the vast resource pool available online and from publishers

  7. Assumptions • Today’s focus is on leveraging the specific Quiz tool for two primary benefits: • Automatic grading • Extensive analysis of results for measurement of reliability/validity • Not a technical workshop/presentation • Encouraged to challenge/question/debate • You are not alone • Suspend what you believe about what online assessments are; and are not.

  8. Overview Key Points: • Wide variety of objective question types • We do not build the assessment first, we build a database of questions which we then link to an assessment • Tracking and feedback for students, faculty and UGO for pro-active intervention • Alleviates Marker issues • Can contribute to both formative and summative assessment activities, as well as many non-traditional ones • Multiple randomization variables • Question answers (a,b,c,d) • Question order (1-10) • Question sets (10 of 20)

  9. Assessment Types (Vista Lexicon) • Quiz • Fully tracked and ‘controllable’ • Results can populate the Gradebook for Formative grade aggregations and/or used for Selective Release triggers • Survey • Can contain exact same questions, but ALL responses are anonymous • NOTE: we can ‘see’ if a student has completed, but NOT how they responded • Self-Assessment • Can utilize all available questions from the Database for self-access • NOTE: NO RESULTS CAN BE TRACKED BY ANYONE OTHER THAN THE STUDENT

  10. Vista Question Types • Hand out summary document

  11. Reporting Tools • Ability to produce reports • Overall stats by: • Student • Question (including discriminator data) • Based on an external data point (i.e. Program Year) • Full ability to export as CSV for higher-order analysis (i.e. SPSS)

  12. Current Sauder uses • Summative drill and practice • Formative midterm and final exams • CUS elections • CUS APT • Midterm self-evaluations • Selective Release triggers

  13. Examples of non-standard usage of the Assessment tool • Student self-evaluation. • Unfortunately, I cannot attend on Monday, but, please feel free to say that I am a big believer in the importance of participation grading not appearing like a black box and something that “happens to” students with a mystery grade at the end. Providing a rubric (and mine is simple!) and inviting students to self-evaluate half-way through, has, I have found, been fantastic for: • improving student accountability; • raising self-awareness; • improving participation levels in the second half of term; • reducing complaints on grading (to near zero.) • changing the balance of my grading time (not all at the end.) • I’ve  done this for 6+ courses over the last 18 months and have some good data. • Paul Cubbon, Marketing Instructor

  14. Tour of what is possible • CSS samples • Student self-evaluations • Embedded media • 3-dimensional question • Interactive embedded Java Applet • RSS feeds

  15. Comm 299 Case Study • Overview of story • Summary of Exam structure • exam composition • versions • randomization • administration • Results • Blended Assessment with rough work on paper • Evidence (or lack thereof) of true concept acquisition

  16. Comm 293 Exam/Assessment results Final Marks, 2009w Midterm 2 March 4, 2011 Assignment Marks, 2009w Assignment Marks to-date

  17. Do I have to write my own questions? • Respondus Publisher list • http://www.respondus.com/partners/publisher_list.shtml NOTE: this list is not exhaustive as many other publishers/resources can be mined for questions

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