Reflections

=**__MY REFLECTIONS OF EACH WEEK IN ECOMP 6202__ **= = =

Week One:Selecting the Best Assessment Strategy =** Online Course Assessment Scenarios **= 1...Selecting an appropriate assessment strategy is dependent upon many factors, none of which is more important than the instructional target.

In this Quia assessment you will be presented with a series of scenarios. After reading the scenario you will select the "best" assessment strategy and an explanation for your selected assessment strategy.

2. ** [|Writing Course Goals and Learning Objectives]

// I learned how to create Quia Online Assessments and learned how to write Course Goals and Learning Objectives. I will be using these skills both in my class and as a Tech Integration Specialist..... Rod Hull // **

=Week Two: Sentinel Surveys: A Continuous Formative Online Assessment Methodology=

**Creating a High Quality Survey 1. Your assignment, this week, will be to create a sentinel survey that will monitor either: ** . // I had not had the opportunity to create a survey before and this was an excellent introduction for me. I will be using this in my class and will teach other teacher also..... Rod Hull //
 * 1) Student satisfaction with the course of study. You could consider pacing, course materials, course assignments, feedback, interaction with other course participants, etc.
 * 2) Student competency with the material. You could create a quick "check in" assessment of no more than three questions that measure the power standard(s) you were teaching that day.

=**Week Three: Assessing Online Discussions**=

[|**Online Participation Rubrics for ELL Learners**] Activity: 1. Look sample rubrics for online discussion participation. 2. Create a sample rubric for use in your online classroom . ** [|Discussion Forum: Creating Scoring Guides for Discussion Forum Prompts (Cooperative Groups)] ** Video Rubric: @http://www.uncg.edu/tlc/hybrid/online/online_discussion/using_rubrics.html

**Rubric Revision - Activities 2 and 3 Revisited**

1. Consider the rubric you created for assessing online discussion forum participation and the appropriateness of the use of this rubric with ELL students.

2. Does your rubric require modifications for use with ELL students? Why or why not? Make sure to explain the reasoning behind the analysis of your rubric.

3. Create and submit your modified rubric.

// This assignment was especially helpful to me. It made me realize the importance of designing appropriate rubrics for inclusion purposes..... Rod Hull //

=**Weeks Four and Five: Selected Response Assessment in the Online Environment Using Technology to Author and Deliver Selected Response Assessments for Formative and Summative Evaluation**= Activity: **
 * Creating a Test Blueprint
 * 1) Read the basic elements of test blueprint construction at @http://www.edtech.vt.edu/edtech/id/assess/blueprint.html.
 * 2) Identify the curricular elements you wish to assess, isolating the knowledge and reasoning elements.


 * 1) You do not need to include all the different reasoning types - two to three will be enough for this activity.


 * 1) Create a blank table in Microsoft Word (or software of your choice) similar to the model in Step One of this activity.
 * 2) Place the goals and objectives down the left hand column.


 * 1) Identify the type and number of questions in the intersection of each column and row.
 * 2) Explain the decisions that you made, i.e. why did you select the number and type of questions for each cell? How did the number and type of questions reflect your curricular priorities?
 * 3) The instructor will review your text blueprint and provide feedback prior to your development of the actual assessment.

** [|Creating the Assessment] ** Now that you have your blueprint you can begin developing your assessment.
 * 1) Begin by completing the readings in the folder labeled "Week Five Readings - Creating Selected Response Assessments."
 * 2) Using your test blueprint as a guide create two items for each completed cell on your blueprint.
 * 3) Use the following as a guide
 * :4. Place your quiz online at one of the following sites. If you have access to another online assessment site, such as Moodle, please feel free to use that in place of the following links.
 * Quia: @http://www.quia.com/web Please note: 30 day free trial, after that subscription
 * ProPROFS Quiz School: @http://www.proprofs.com/quiz-school/
 * QuizCenter: @http://school.discoveryeducation.com/quizcenter/quizcenter.html
 * QuizStar: @http://quizstar.4teachers.org/ Please note: 60 day free trial, after that subscription
 * // This was an extremely beneficial assignment for me. It was the first time I created a test on quia.com. I will use this tool more often in my class now.......... Rod Hull //**

=**Weeks Six and Seven: Essay Assessment and Plagiarism in the Online Environment**=

**Creation of 2 Essay Prompts and 4 Short Answer Questions Activity: **
 * 1) Create 2 Essay Prompts and 4 Short Answer Questions following the guidelines for Writing Effective Essay Questions (Week Eight Readings)


 * 1) Create a rubric for scoring the essay and short answer responses.
 * 2) Submit the essay prompts, short answer questions, and rubric(s) for scoring.

 [|**Strategies to Minimize Academic Dishonesty**]  In order to develop a plagiarism education program for your course you need to:
 * Identify why students plagiarize


 * Identify the different types of plagiarism
 * Identify a process to detect plagiarism
 * Identify the role of plagiarism detection tools

Activity: This activity will be conducted using the Jigsaw technique.
 * 1) You may work individually or with a group of students within the class. Group work will make the task easier but it is optional.


 * 1) Your report should include a comprehensive literature review consisting of six to eight sources in APA format.


 * 1) After the research has been completed you may work as individuals, pairs, or small groups in developing a plagiarism education and prevention program for your online course that is age and grade appropriate.
 * 2) A program for fourth grade students, therefore, will look substantially different from one designed for tenth grade students.
 * 3) Post your plagiarism education and prevention program to the Discussion Board.

=**Week Eight: Portfolio Assessment in an Online Environment**=
 * // These assignments were interesting to me and it made me more aware of just how cheating has become almost a social norm in high schools. Now, when I return to my classroom, I will have a better understanding of this issue..... Rod Hull //**

**// [|**Discussion Forum: Use of Web 2.0 Tools for Assessing Student Learning**] //**

 Please respond to this prompt: "In her presentation/podcast Dr. Barnett paints the case for the use of Web 2.0 tools to assess student learning. After viewing the sample student portfolios reflect upon the use of electronic portfolios for summative student assessment, including considerations for students with learning differences and English Language Learners."  [|**Developing an e-Portfolio**] Lesley University has established an e-Portfolio requirement for all Master's and CAGS students in the Technology in Education (TIE) program. The university believes that e-Portfolios offer the following advantages:
 * // Portfolios can be used for both formative and summative assessments. For ELL students and students with different learning styles, the formative assessment can be used to help students reflect upon their work and improve it ...... Rod Hull //**


 * Allows students to reflect on their learning and teaching.
 * Provides a medium to document student growth over time.
 * Helps students make connections between theory and practice.
 * Creates a means for student’s self-evaluation.
 * Promotes collaboration among students and their classmates, course instructors, and seminar leaders.
 * Ensures that each course assignment is unique to a course.
 * Demonstrates that students have met required program and state standards.

[|**Evaluating an e-Portfolio**] Helen Barrett describes the five stages of e-Portfolio development as:
 * 1) Determine the purpose, audience, and content


 * 1) Working portfolio: Developing the digital archive


 * 1) Digitizing and storing
 * 2) Reflective portfolio: What?, So What?, Now What?
 * 3) Connected portfolio: Creating a hyperlinked document, adding multimedia, making connections
 * 4) Presentation portfolio: Publishing and sharing

Activity:

The task this week is to design/adapt a series of checklists/rubrics for the completion of each stage of the e-Portfolio project. You are free to design the rubrics to: reflection img: //**[]
 * 1) Iteratively build to a complete "final" rubric, that is, the rubric for each individual phase of the e-Portfolio completion contributes to the final rubric.
 * 2) Have separate rubric for each stage of the e-Portfolio project, including a separate rubric for the final completed e-Portfolio.
 * 3) The rubrics you design/adapt do not have to be authored by you (but they do need to be correctly cited if they are not original).
 * 4) If you adapt the work of others you will want to consider how the rubric you are adapting supports not only the planned e-Portfolio design, but the standards and learning targets the e-Portfolio is designed to measure.
 * 5) To this end if you adapt a rubric please post a copy of the original rubric as well as your proposed adaptation including a rationale for the changes that you made.
 * // Creating my Power Point, Rubric, and Checklist was a valuable experience for me and will help me in my classes and within my school if I have the opportunity to help students create eportfolios....... Rod Hull