References
Davidson-Shivers, G. V., &
Rasmussen, K. L. (2006). Web-based learning: Design, implementation, &
evaluation. Upper Saddle River, NJ: Merrill Prentice Hall/Pearson Education
Company.
Drummond, M. J. (2003). Assessing children’s learning. London: David Fulton.
Drummond, M. J. (2003). Assessing children’s learning. London: David Fulton.
Horton, W. (2006). eLearning by Design. San Diego: Pfeiffer.
Kearns, L. R. (2012). Student Assessment in online learning: Challenges and effective practices. MERLOT Journal of Online Learning and Teaching,
8(3), 198-208.
Thank you for your interesting blog. Indeed the use of technology has positively affected assessment methods. Because I primarily work with students who are in need of remediation in preparation for the Virginia Standards of Learning Test in either algebra I or geometry, I use multiple practice tests during each nine-week remediation session. The practice tests from several previous years are available online. What is most interesting is that while the concepts covered on the tests align, the question types vary because of the changes on required technology use in order to take the tests. I find that most of the students welcome the tests that require technology over the test that do not. Thank you for sharing your thoughts.
ReplyDeleteHI Pam,
ReplyDeleteGood thinking here! What sort of activities would you recommend as the best form of peer assessment?
Doc
Dr. C.,
DeleteStudents can be required to present a draft of their work to a peer group of three to five students. The group can provide feedback to their peers on their progress, offering suggestions or creative criticism. The student being assessed can respond to the group assessment for further engagement in the learning process. This process is more successful for all parties when students have been provided a grading rubric by the instructor.