Summary+Week+One

=Summary Week One=

** WEEK ONE: **
====** Selecting the Best Assessment Strategy ****Online Course Assessment Scenarios** ====  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.

 **Creating an Online Assessment Wiki** We will model the use of Web 2.0 tools for assessment in this course. The first tool we will model is the use of a wiki for assessment.

You are to create a wiki for this course consisting of the following elements: You are free to use any wiki hosting site of your choice. Many teachers select Wikispaces which is available at http://www.wikispaces.com/site/for/teachers
 * 1) Weekly summaries
 * 2) Reflections on the application of your coursework to your individual setting/district
 * 3) Sample assessments
 * 4) Areas for collaboration with other teachers

After you have created your wiki place the link to your wiki in the Discussion Board. Please comment on at least two other course participants wiki's at least once a week.

[|*Writing Course Goals and Learning Objectives**] One of the overarching goals of this course is that each week you will iteratively build an assessment system for an online course you would like to develop and/or teach. One week we will address surveys for formative assessment, another the design of selected response assessments, another the design of essays and/or open response, and in the last module portfolio assessment.

None of this can happen, however, without a recognition of goals and objectives for your course. Your job this week is to identify your course goals and objectives to which all assessments will be linked. If you are taking the other courses in this program I hope you will be able to use this list to build your discussion forums, your assessments, and in the final course use them for the design of your learning modules.

In this assignment you will identify the observable and assessable goals. The following link, http://teachingcommons.depaul.edu/How_to/Develop_a_Course/goals.html, has some valuable resources that may guide you in the authoring of your course goals.

Please generate the list of course goals, making sure that they are observable and assessable, and post them to both the discussion forum and your assessment wiki. We will return to looking at these course goals to make sure that your assessments are aligned with your goals.


 * __COURSE GOALS__ **

UNIT UNDERSTANDING GOAL 1: Students will understand what Alcohol and/or Drugs will do to their ability to operate a motor vehicle. What will using Alcohol and/or Drugs do to affect your driving ability?

SOURCE: adtsea.iup.edu/adtsea/pdf/ADTSEA Standards.pdf (Page 4) C31.0, C32.0, C33.0

UNIT UNDERSTANDING GOAL 2: Students will understand that driving while Drowsy will affect their ability to operate a motor vehicle safely. Is it acceptable to drive a car when you are overtired? Why or Why Not?

SOURCE: adtsea.iup.edu/adtsea/pdf/ADTSEA Standards.pdf Page 44 (CII 2.1)

UNIT UNDERSTANDING GOAL 3: Students will understand that driving while Distracted will affect their ability to operate a motor vehicle safely. What things do you consider to be a distraction for the operator of a motor vehicle?

SOURCE: adtsea.iup.edu/adtsea/pdf/ADTSEA Standards.pdf Page 44 (CII 2.3)

UNIT UNDERSTANDING GOAL 4: Students will understand what the use of alcohol and/or drugs will do to a person and how to prevent using these substances. What will using alcohol and/or drugs do to a person and how can you prevent yourself from using these substances?

SOURCES: [] (2A, B, G, H, and I) []

UNIT UNDERSTANDING GOAL 5: Students will understand why not getting enough sleep can be unhealthy and potentially hazardous to their health and the health of their family, friends and community. Why is it unhealthy for you not to get enough sleep and how can your lack of sleep affect your family, friends, and community?

SOURCES: [] (B1 A-H)

[] (B1E)

UNIT UNDERSTANDING GOAL 6: Students will drive a Golf Cart through an obstacle Course made or traffic cones 3 times. The first will be done under normal conditions. The second time the passenger is causing distractions and hands the driver a cell phone to send a “text message” to their friend. The third time through the driver is wearing “impairment goggles” while attempting to drive through the cones. Upon completion if the driver has hit any cones or gone off the course, a local Police Officer conducts “Field Sobriety” tests on them and the driver is place under simulated arrest. Students will understand by taking part in this activity that “texting while driving” and having passengers causing distractions is just as dangerous as driving while impaired. How would you compare your driving while texting and being distracted to driving with the impairment goggles?

SOURCES: adtsea.iup.edu/adtsea/pdf/ADTSEA Standards.pdf (Page 25) adtsea.iup.edu/adtsea/pdf/ADTSEA Standards.pdf ( 31.6.1, 31.6.2, 31.6.3)( Page 25)

UNIT UNDERSTANDING GOAL 7: Students will understand how to write a personal reflection paper regarding this experience. What have you learned about yourself and your own behavior from this lesson?

SOURCE: [] (W:HW:10:2.3) Page 65

UNIT UNDERSTANDING GOAL 8: Students will understand how the “Four Deadly D’s” have a similar effect on the driving task. Do you think that the “Four Deadly D’s” are alike or different while driving a motor vehicle?

SOURCE: [] (W:IW:10:3.2) Page 62