Online+Assessments


 * The Importance of Assessment and Feedback: **



According to Jay McTigh and Ken O’Connor in “Seven Practices for Effective Learning” classroom assessments fall intgo three categories – summative, which summarize what students have learned such as tests, performance tasks, and culminating projects. Second are diagnostic assessments, which generally are given prior to instruction, help the teacher to understand student readiness, and help the teacher plan for differentiation. Third are formative assessments which occur concurrent with instruction, help guide student self awareness and teacher understanding of student’s readiness to move forward with instruction.

I teach high school mathematics and digital music, and, use different assessments for both. Generally speaking, in mathematics I use a pre-test at the beginning of our quarters to assess prior knowledge and readiness. And during the course, I use quizzes and tests to determine if students are learning. I also provide feedback on assignments, quizzes, and tests. Final exams are then given. In addition, when students are working on hands-on projects in teams such as my “house building” unit or toothpick “bridge building” I grade by a rubrick I have developed: **﻿**
 * || ** Building A Structure:HouseBuilding ** ||  ||


 * CATEGORY || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Information Gathering ** || Accurate information taken from several sources in a systematic manner. || Accurate information taken from a couple of sources in a systematic manner. || Accurate information taken from a couple of sources but not systematically. || Information taken from only one source and/or information not accurate. ||
 * ** Plan ** || Plan is neat with clear measurements and labeling for all components. || Plan is neat with clear measurements and labeling for most components. || Plan provides clear measurements and labeling for most components. || Plan does not show measurements clearly or is otherwise inadequately labeled. ||
 * ** Construction -Materials ** || Appropriate materials were selected and creatively modified in ways that made them even better. || Appropriate materials were selected and there was an attempt at creative modification to make them even better. || Appropriate materials were selected. || Inappropriate materials were selected and contributed to a product that performed poorly. ||
 * ** Construction - Care Taken ** || Great care taken in construction process so that the structure is neat, attractive and follows plans accurately. || Constuction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product. || Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product. || Construction appears careless or haphazard. Many details need refinement for a strong or attractive product. ||
 * ** Journal/Log/ **
 * Checkbook - Content ** || Journal provides a complete record of planning, construction, testing, modifications, reasons for modifications, and some reflection about the strategies used and the results. || Journal provides a complete record of planning, construction, testing, modifications, and reasons for modifications. || Journal provides quite a bit of detail about planning, construction, testing, modifications, and reasons for modifications. || Journal provides very little detail about several aspects of the planning, construction, and testing process. ||

In my digital music class (this is a face-to-face class where students work on one of two music composition software programs – REASON, or Fruity Loops) I grade numerically by class participation, and quality of work. Students are expected to assimilate expertise in one of the two programs where I include instruction and one to one feedback on student’s understanding of concepts. For example: mixing console, synthesizer, drum machine, digital reverb, and others. I have not developed a rubric for this class yet, but, I have developed a flow chart for students to understand a sequence of learning events:



Certainly, finding effective ways to assess and provide feedback for online offerings is essential in helping others to understand themselves and new content. Initial surveys, differentiated prompts, ongoing feedback, rubrics, and final grades all can be used.

In preparing for this class, I have begun developing a Jazz History unit. In this case I have not prepared an opening survey or other prior knowledge indicator because it is not needed for students to take the course. I have, however, started working on a rubric that will be used to help encourage self direction, promote understanding and demonstrate knowledge. The Jazz History unit also will be set up in clear sections which will provide an easy opportunity for me to provide ongoing feedback:



Evaluation Rubric

||  ||   ||   ||   ||   ||   || ||   ||   ||   ||   ||   ||   || ||   ||   ||   ||   ||   ||   || ||   ||   ||   ||   ||   ||   || ||   ||   ||   ||   ||   ||   ||
 * || Beginning 1 || Developing 2 || Very Good 3 || Exemplary 4 || Score ||  ||
 * Content || more than two questions are not answered correctly. || one or two questions not answered correctly by information on the timeline/flowchart. || Information on timeline/ flowchart answers all the questions. || Information on timeline/ flowchart answers all the questions clear and concise language. || 60% ||  ||
 * Layout || Description of identifiable performance characteristics reflecting a beginning level of performance. || Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. || Description of identifiable performance characteristics reflecting mastery of performance. || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Description of identifiable performance characteristics reflecting the highest level of performance. || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">10% ||  ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Pictures/ Graphs || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Description of identifiable performance characteristics reflecting a beginning level of performance. || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Description of identifiable performance characteristics reflecting mastery of performance. || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Description of identifiable performance characteristics reflecting the highest level of performance. || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">20% ||  ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Entries || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Description of identifiable performance characteristics reflecting a beginning level of performance. || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Description of identifiable performance characteristics reflecting mastery of performance. || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Description of identifiable performance characteristics reflecting the highest level of performance. || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">10% ||  ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Total Score: 100% ||  ||   ||   ||   ||   ||   ||