Assessment and Evaluation
Artifact 1: K-12 OER Bootcamp Course Assessment Plan
Description
This artifact is a team-created assessment plan where we worked together to design an asynchronous OER bootcamp course for K-12 teachers.
Rationale
I included this artifact as it exemplifies my ability to use backward design to create a course, starting with solid objectives and outcomes, and then assessments that align with those objectives before incorporating any instructional content. I was the leader for this project, as I am a huge advocate for OER, and I am lucky to have worked with this group who backed up my fervor and contributed great ideas to make this assessment plan engaging. We created course and module objectives based on standards, using backward design to then design assessments and activities that aligned with the objectives and outcomes. As the outcomes were created using Bloom's Taxonomy, the sequence of modules follows Bloom's Taxonomy, too. Assessments start with automated quizzes to check understanding, then learners apply what they are learning using social annotation of the text, they evaluate each other's work with peer review and finally create artifacts for a portfolio. We focused on Chickering and Gamson’s (1987) “Seven Principles for Good Practice in Undergraduate Education” for a highly interactive and engaging course design.
Course participants will be creating artifacts that will be peer-reviewed using an OER quality check rubric. The artifacts will be added to a portfolio to share with other learners. Peers will be in small groups that will change for each module to make sure all learners get a chance to see each other's work. Open pedagogy is also implemented with plans for student-generated OER and an emphasis on sharing and building a community of practice.
AECT Standards:
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Standard 1: Content Knowledge
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Standard 2: Content Pedagogy
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Standard 3: Learning Environments
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Standard 4: Professional Knowledge and Skills
Acknowledgements
Group members Judi Li and
James Moore
Artifact 2: Showcase about Online Discussion Environments
Description
This artifact is a group project where I and a partner worked together to design, implement, and evaluate a showcase lesson plan about facilitating discussion in different types of online discussion environments.
Rationale
My partner and I worked hard on this showcase to create clear objectives, engaging class activities and assessments, ending with a self-evaluation of learning. The focus of our showcase concerned designing engaging prompts and encouraging high-quality responses in different kinds of online discussion environments. We also emphasized peer critique of classmates' discussion board responses and how that can improve the quality of the online conversation. I am glad I chose this topic for the showcase as I am a believer in the power of anchored environments such as online annotations. For our showcase activity, we split the class into groups, giving each group a different scenario where they would need to create prompts to encourage high-quality discussion responses. After deciding their prompts and how they would assess the quality of the discussion, the groups participated in whole group discussion to share their ideas, contributing to a jigsaw-type of learning as each group had one of the four types of discussion environments from the readings. At the end of our showcase, we asked everyone to participate in a live poll of which discussion environment they found to be the most effective. Evaluations of our showcase showed that our classmates found our lesson and activities helpful in their understanding of creating meaningful discussion in online environments.
AECT Standards:
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Standard 4: Professional Knowledge and Skills
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Standard 5: Research
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Standard 1: Content Knowledge
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Standard 2: Content Pedagogy
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Standard 3: Learning Environments
Acknowledgements
Group member Michelle Foulke