Session 6 Assessment Vs. Evaluation

1. What is the difference between assessment and evaluation?
The terms assessment and evaluation have different definitions and roles in eLearning. Both, instructors and students must have a clear understanding of each one in order to effectively assess student learning and evaluate assessments, course work and other components of the class.
A simple definition of assessment is the process of collection student performance data in order to determine his or her level of learning. For example, a quiz on specific readings, the completion of a task written based on student knowledge.
On the other hand, I see, evaluation as the process of judging the level in which knowledge, or skills have been gained, or acquired by examining the assessment used, and the cumulative student response.

2. What are the challenges to assessment and evaluation in eLearning?
Some of the challenges instructors may encounter in eLearning are related to assessment efficiency and precision. Is the assessment tool chosen really measuring student engagement, learning and mastery of the subject? Are students following the assessment instructions, when no one is supervising? Instructors of eLearning must analyze a combination of factors to determine the best way to assess student learning and to evaluate the level of mastery.

3. Explain the possible use of an online portfolio in eLearning.
Online portfolios are type of self-assessment. In distance learning, I, find ePortfolios one of the bests tools to not only assess student learning, but to also "observe" student ownership of their learning. ePortfolios are online files that demonstrate student academic exposure, along with proof of their ability to use that knowledge to produce a marketable product. When students are introduced to ePortfolios early in a course of study, the student has been given a great chance to collect (in a central online space) work that otherwise might go unnoticed course after course. An ePortfolio allow prospective employers to examine what knowledge and skills students are acquiring prior to  employment.

4. Identify at least two ways to measure student participation in an online class and explain how you think these methods can factor into the students' grade in the course.

The textbook identifies two ways to measure student participation in online learning, one is electronic discussions, and the second one is rewarding students for using coursesite components.
For online discussions the author offers the suggestion of explaining its grading criteria early in the course. Data shows that students who are not rewarded for online discussions will choose not to participate. A clear communication on discussion expectations and grading sets the tone on the importance of student participation on this task. While rewarding students is a great incentive, rewarding them for logging onto cousesite is not the best approach. Due to system tracking limitations, students are able to manipulate the statistics of the system, resulting in altered data.
There are also other ways to measure student participation in online classes, another way would be to create opportunities for students and instructor to participate in real time chats, voice conversations in media such Talkshoe. To measure student participation on these activities, instructor may request a link to the voice recording or to the chat room or site, students met.
Providing a rubric for each activity will always be necessary.
*http://www.edudemic.com/participate-in-online-courses/

5. Define peer evaluation and describe its advantages and disadvantages.
Peer evaluation refers to the concept of students evaluating peer's academic contribution in the completion of an online task. Peer evaluation is not only used in online settings, it is also widely common in face-to-face settings and in the corporate world.
Some of the advantages of peer evaluation is the fact that participants, may have more time to post detailed feedback to peers, whereas instructor may not. Another advantage is that students may feel more at ease to comment and make suggestions on each others' work. Resulting in an 2-way communication between the two.
A few disadvantages would include, lack of substantial feedback, mainly because students are not experts in the topic, and also student resistance to engage in evaluating the work of other students. The latter could be a result of vague communication from instructor on the student participation expectations. As in any task, peer evaluation also requires detailed and precise guidelines.

*http://onlinelearninginsights.wordpress.com/2012/03/30/making-peer-evaluations-work-in-online-learning/

6. Describe a possible group assignment for an online class and explain how to evaluate student performance in the group assignment.

INSTRUCTOR: JLopez

SUBJECT: 4th grade Earth Science

MATERIALS: Ipads, science notebooks

SCIENCE STANDARD: - Earth Science 4a. Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle).

LESSON OBJECTIVE: 4th grade students will demonstrate mastery of Rock Cycle process by creating a presentation that clearly explains it.

ENGAGEMENT I. In science groups, students will conduct a short research about rock formation. They will watch 4 assigned video clips: 1) The Rock Cycle https://www.youtube.com/watch?v=uAAeFB7Tv5A 2) The Rock Cycle https://www.youtube.com/watch?v=kOsRFMPE7cM 3) The Rock Cycle in Legos https://www.youtube.com/watch?v=rmgj9i7WSSo 4) The Rock Cycle https://www.youtube.com/watch?v=sdhDW6Dus4w II. Read website information: Types of RocksRocks are not all the same! http://www.learner.org/interactives/rockcycle/types.html III. Students will work together in their groups to complete a short  Quiz as evidence that they understand the rock cycle. They will print the result page and turn it in to instructor. QUIZ: http://www.learner.org/interactives/rockcycle/diagram2.html

EXPLORATION IV. Students will collaborate in creating a multimedia presentation (using iMovie, slide presentation, EduCreations or a PictureBook) to demonstrate their knowledge and understanding of the Rock Cycle. Students are to upload their presentation to the class Edmodo page. Each group will receive a copy of the activity rubric. V. Each student must complete group collaboration form.

EVALUATION  -Assignment Evaluation This rubric pertains to the expected quality of work presented by the group:

	1	2	3
Entertainment  Value	Poor The presenter did not utilize any creative devices in the presentation. The  presentation resembled  reference material and was  monotone in overall quality.	Adequate Moderately Entertaining. Showed some effort and  creative attempt.	Good Fun, interesting, strong  individuality of  performer/presentation. Great  attempt to convey the  creative side of activity.
Rock Cycle Concepts	Poor Rock Cycle concepts are incorrect and/or not used at all. Several (more than one) key points are missing from the Rock Cycle.	Adequate Good relevance to Rock Cycle. A few key points are missing . There were certain steps in the cycle that were missed.Time period does not realistically reflect the Rock Cycle.	Good Excellent relevance to what we are studying. Good job of detailing content, and display of Content knowledge. All points covered.
Oral/ visual presentation	Poor Audio /visual  representation showed  little effort and presenter  was not engaging.	Adequate Did a fair job with minor  mistakes. Adequate  representation of information. Some items, scenes were  hard to see , hear or follow.	Good Good volume, clear voice,  appropriate gestures, speed  not to fast or too slow, eye  contact with audience, good  inflection(not monotone), good intro and closing.
Organization	Poor There was little to no  structure. It had the  appearance of being a rushed job with little to no  effort or though.  Vocabulary not correctly  used.	Adequate Good overall quality. The  presentation had a general correct flow, pace and  connection. Most vocabulary  and terms were used.	Good Excellent introduction and  conclusion. Order makes  sense. Good transition from  one thing to another.

*Rubric from iCampus.com

Student Participation Evaluation

This form is to evaluate student participation in the completion of the project:

7. Create an online test.
8. Create a rubric or other grading aide for an online assignment.