Performance
Assessments: Emerging Technologies
Performance assessments “involve a direct observation of
learner behavior, or of a product resulting from that behavior…they measure
acquisition of problem solving: a set of skills that goes beyond the knowledge
of concepts and rules” (Oosterhof, Conrad, 2008). They evaluate
a learner’s ability to perform.
Performance assessments in an online environment have become more widely
accepted as technology improves. Performance assessment in an online setting
provides the opportunity for instructors and learners to utilize new and emerging
technologies to enhance learning.
Perform an Internet search identifying new and emerging
technology that would enhance performance assessment in an online
environment. Critiquing two emerging
technologies, reflect upon the following questions:
- How would this emerging technology apply/utilize performance assessments?
- Based upon this weeks resource and your own experiences, how will this technology improve learning outcomes?
By Wednesday:
Post your thoughts about emerging technologies in
relation to performance assessment. Critique two chosen technologies, include
a reflection as to how you would best use in a performance assessment. Be
sure to cite information from the Learning Resources to support your thinking.
Read a selection of your colleagues’ postings. As you
read their responses, note those to which you would like to respond with
advice, questions, comments, and/or encouragement.
Respond to two or more of your colleagues’
postings in any of the following ways:
•
Build on something your colleague said.
•
Explain why and how you see things differently.
•
Ask a probing or clarifying question.
•
Share an insight from having read your
colleague's posting.
•
Offer and support an opinion.
•
Validate an idea with your own experience.
•
Expand on your colleague's posting.
•
Ask for evidence that supports the posting.
Return to this Discussion in a few days to read the
responses to your initial posting. Reflect on what you learned in this activity
and/or insights you gained this week.
Reference:
Oosterhof, A., Conrad, R.-M., & Ely, D. P. (2008). Assessing learners online. Upper Saddle River, NJ: Pearson.
Formative Evaluative Criteria for Discussion Board Assignments
|
Quality
of Work Submitted
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A: Exemplary Work
A= 4.00; A- = 3.75
All of the
previous, plus the following:
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B: Graduate Level Work
B+ = 3.50; B = 3.00; B- =
2.75
|
C: Minimal Work
C+ = 2.50; C = 2.00;
C- = 1.75
|
F: Work Submitted but
Unacceptable
F = 1.00
|
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Contribution to the Learning Community
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The student’s contribution meets all assigned
criteria and frequently
prompts further discussion of a topic.
The student takes a leadership role in
discussions.
The student demonstrates exemplary awareness of
the community’s needs.
|
The student’s contribution satisfactorily meets
the assigned criteria for contributions to the discussions.
The student interacts frequently and encourages
others in the community.
The
student demonstrates an awareness of the community’s needs.
|
The student’s contribution is minimal to the
posting and response deadlines.
Occasionally, the student makes an additional
comment.
The student makes minimal effort to become
involved within the community.
|
The
student’s contribution does not meet the assigned criteria
The
student does not respond or responds late to postings.
The
student does not make an effort to participate in the community as it develops.
|
|
Initial Posting: Critical Analysis of Issues
**May include, but are not limited to, scholarly articles, collegial
discussions; information from conferences, in service, faculty development,
and/or meetings.
|
Demonstrates
critical thinking to analyze and relate key points.
Supports content with required readings or course materials, and may use
creditable sources** in addition to those materials.
|
Relates
to the assigned discussion topic with satisfactory evidence of critical
thinking.
Summarizes and supports content using information
from required readings and course materials.
|
Summarizes or restates discussion topic components
with minimal evidence of critical thinking skills.
Post is off topic.
Post has minimal
or no connection to course materials.
|
Does
not relate to the assigned discussion topic.
Post does not summarize or contain
a connection to required readings or course materials..
|
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Responses: Quality of Learning for Colleagues and Self
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Provide
specific, constructive, and supportive feedback to extend colleagues’
thinking.
Encourage
continued and deeper discussion.
Offer additional resources or experiences.
Demonstrate
exemplary evidence of personal learning as a result of interaction with
colleagues.
|
Provide
constructive and supportive feedback to colleagues.
Refer
to sources from required readings and course materials.
Demonstrate satisfactory evidence of personal learning as a result of
interaction with colleagues.
|
Provide general feedback with minimal or no
connection to required readings or course materials.
Demonstrate minimal evidence of
personal learning as a result of interaction with colleagues.
|
Provide
agreement without substance or connection to required readings or course
materials.
Demonstrate no evidence of personal learning as a result of interaction with
colleagues.
|
|
Expression
|
Provides clear,
concise opinions and ideas effectively written in Standard
Edited English.
Includes appropriate
APA-formatted citations and reference list for outside sources and direct
quotes.
|
Provides clear opinions and
ideas written in Standard Edited English.
Includes satisfactory APA-formatted
citations and reference list for outside sources and direct quotes.
|
Expression is unclear or
interrupted by errors.
Includes minimal or no APA-formatted
citations and reference list for outside sources and direct quotes.
|
Unacceptable written
expression.
May include outside sources
and direct quotes that lack appropriate citations.
|
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Final
Assignment Grade
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A: Exemplary
Work
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B:
Graduate Level Work
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C:
Minimal Work
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F:
Work Submitted but Unacceptable
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