Assignments

2019 ◽  
pp. 167-188
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Alternative Assessment ◽  
Essential Elements ◽  
Assessment Methods ◽  
Learning Activities ◽  
Music Appreciation ◽  
Applied Learning ◽  
Alternative Assessments ◽  
Online Music ◽  
Online Assignments

The chapter presents alternative assessment methods that could be used as assignments in online music appreciation classes. Alternative assessments, often called applied learning activities, give students a means through which they can extend or document their learning and express what they’ve learned in their own “voice.” Guidelines for effective online assignments and essential elements for clear assignment descriptions are included. Readers will come away with plagiarism guidance and example assignments that can be immediately used. The chapter ends with a brief summary of important points and an infographic designed to visually highlight guidelines and essential elements of effective online music appreciation assignments, with four powerful questions to help instructors determine whether the assignment description is sufficiently clear and detailed.

Widening participation for non-traditional students: can using alternative assessment methods level the playing field in higher education?

2019 ◽  
Vol 21 (3) ◽  
pp. 162-173
Author(s):  
Iona Burnell
Keyword(s):  
Higher Education ◽  
Alternative Assessment ◽  
Assessment Methods ◽  
Widening Participation ◽  
Pedagogical Practice ◽  
Barriers To Learning ◽  
Playing Field ◽  
Alternative Assessments ◽  
Mature Students ◽  
Non Traditional Students

This paper will explore and examine the notion and practice of using alternative assessments as a means to overcoming barriers to learning and success for under-represented groups, such as mature students returning to learning. Since widening participation initiatives began, many universities have begun to engage in practices that are conducive to their learners successfully accessing and achieving in higher education. The pedagogical practice of using alternative assessments for students who are considered to be at a disadvantage, not because of disability, but because of their background and affiliation with under-represented groups in higher education, may go some way to levelling the playing field.

Methods and Strategies

2019 ◽  
pp. 97-112
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Group Work ◽  
Course Design ◽  
Learning Activities ◽  
Music Appreciation ◽  
Online Classes ◽  
Skill Sets ◽  
Design Elements ◽  
Face To Face ◽  
Asynchronous Discussions ◽  
Online Music

This chapter presents methods and strategies that can be considered when developing an online music appreciation class. When compared to a live, face-to-face course, online classes have more structure and must be fully developed prior to the first day of class. For these reasons, some methods and strategies are specific elements of the course design rather than educator skill sets used only when teaching the course. Readers will find several strategies introduced that can be considered early for course design elements, such as asynchronous discussions and group work. A variety of formative and summative learning activities are conceptually introduced to facilitate planning and development. The chapter ends with a brief summary of important points and an infographic designed to visually highlight five types of methods and strategies that can be included when designing an online music appreciation course.

Teaching the Course

2019 ◽  
pp. 245-269
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Time Management ◽  
Online Communication ◽  
Essential Elements ◽  
Cognitive Presence ◽  
Music Appreciation ◽  
Online Classroom ◽  
Teaching Online ◽  
Face To Face ◽  
Online Music ◽  
Face To Face Learning

This chapter provides a framework and guides for teaching the online music appreciation class in ways that suit the online modality and a variety of learners. Because it is much more challenging to build community and connect with others in an online classroom when compared to face-to-face learning, and community is essential to learning, a framework for teaching online that includes aspects most likely to promote community among learners and between students and their instructor is needed. Readers will find helpful guidance to develop a robust community of inquiry within the online music appreciation classroom, along with communication strategies and routines typical of online teaching. The chapter ends with a brief summary of important points and an infographic designed to visually highlight essential elements for teaching online music appreciation, including teaching, social, and cognitive presence; guidelines for online communication while teaching a class; time management tips; and weekly routine suggestions.

Quizzes, Tests, and Assessments

2019 ◽  
pp. 153-166
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Implementation Strategies ◽  
Essential Elements ◽  
Music Appreciation ◽  
Test Design ◽  
Online Assessment ◽  
Face To Face ◽  
Assessment Design ◽  
Online Music ◽  
Sample Test ◽  
Online Setting

This chapter introduces quizzes, tests, and assessments for online music appreciation courses. Some challenges are discussed, which include the fact that assessments employed in live face-to-face teaching do not easily transfer to the online setting due to management and security concerns, and assumptions that must be made about online testing. Guidelines are provided to align assessments with course objectives and use sound methods of test design. Essential elements of online assessment design are also included to guide educators on implementation strategies and areas where caution should be exercised. Readers will find sample test and quiz questions to illustrate. The chapter ends with a brief summary of important points and an infographic designed to visually highlight best practices and things to avoid in both assumptions and design of online music appreciation quizzes, tests, and assessments.

A Comparison of Disease Assessment Methods for Southern Stem Rot of Peanut

2002 ◽  
Vol 29 (1) ◽  
pp. 66-71 ◽  
Author(s):  
S. L. Rideout ◽  
T. B. Brenneman ◽  
K. L. Stevenson
Keyword(s):  
Alternative Assessment ◽  
Disease Incidence ◽  
Sclerotium Rolfsii ◽  
Correlation Coefficients ◽  
Assessment Method ◽  
Assessment Methods ◽  
Alternative Methods ◽  
Stem Rot ◽  
Disease Assessment ◽  
Time Required

Abstract Southern stem rot (caused by the soilborne fungus Sclerotium rolfsii Sacc.) of peanut (Arachis hypogaea L.) traditionally has been assessed based on the percentage of infected 30.5-cm row segments, commonly referred to as disease incidence. Several alternative disease assessment methods were evaluated in four fungicide trials during the growing season (aboveground ratings) and immediately after peanut inversion (belowground ratings). Pearson's correlation coefficients compared disease assessments and yields for all trials. Across all disease assessment methods, belowground assessments at inversion showed a stronger correlation with yield than in-season aboveground assessments. Several of the alternative assessment methods showed a stronger negative correlation with yield than did the traditional disease incidence rating. However, none of the alternative methods were consistently more precise across all assessment dates and trials. There was a significant positive correlation between many of the alternative methods and the traditional disease incidence method. Furthermore, none of the alternative methods was better than the traditional method for detecting differences among fungicide treatments when subjected to ANOVA and subsequent Waller-Duncan mean separation tests (k-ratio = 100). Based on comparisons of the time required to assess disease intensity, the traditional disease assessment method was found to be the most time efficient method of those tested in this study.

Enhancing students' HOTS in laboratory educational activity by using concept map as an alternative assessment tool

2017 ◽  
Vol 18 (4) ◽  
pp. 849-874 ◽  
Author(s):  
I. B. A. Ghani ◽  
N. H. Ibrahim ◽  
N. A. Yahaya ◽  
J. Surif
Keyword(s):  
Alternative Assessment ◽  
Concept Maps ◽  
Assessment Tool ◽  
Concept Map ◽  
Thinking Skills ◽  
Learning Activities ◽  
Educational Activity ◽  
Chemistry Laboratory ◽  
Mapping Technique ◽  
Laboratory Learning

Educational transformation in the 21st century demands in-depth knowledge and understanding in order to promote the development of higher-order thinking skills (HOTS). However, the most commonly reported problem with respect to developing a knowledge of chemistry is poor mastery of basic concepts. Chemistry laboratory educational activities are shown to be less effective in developing an optimum conceptual understanding and HOTS among students. One factor is a lack of effective assessment and evaluation tools. Therefore, the primary focus of this study is to explore concept maps as an assessment tool in order to move students' thinking skills to a higher level during laboratory learning activities. An embedded mixed method design is used in this study, which has also employed a pre-experimental research design. This design triangulates quantitative and qualitative data, which are combined to strengthen the findings. A low-directed concept mapping technique, convergence scoring method, and pre-post laboratory concept map were used in this study. An electrolysis HOTS test was used as the research instrument in order to measure the level of student achievement with respect to high-level questions. In addition, the thought process that is involved when students construct concept maps has been explored and studied in detail by utilising a think-aloud protocol. Results showed a positive development towards understanding and higher level thinking skills in students with respect to electrolysis concepts learned through chemistry laboratory activities. An investigation of the students' thinking processes showed that high-achieving students were more capable of giving a content-based explanation of electrolysis and engaged in monitoring activities more often while building a concept map. Nonetheless, all categories of students managed to show a positive increase in the activities of explanation and monitoring during the construction of concept maps after they were exposed to the assessment tool in the laboratory learning activities. In conclusion, the assessment activity using concept maps in laboratory learning activities has a positive impact on students' understanding and stimulates students to increase their HOTS.

scholarly journals Exploring a Rural English Teacher’s Lived Experiences of Assessment Practices in a Blended Learning Enactment: A Narrative Inquiry

2021 ◽  
Vol 10 (4) ◽  
pp. 42
Author(s):  
Haris Sugianto
Keyword(s):  
Blended Learning ◽  
Narrative Inquiry ◽  
Lived Experiences ◽  
Alternative Assessment ◽  
Portfolio Assessment ◽  
Learning Activities ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Past Experiences ◽  
Shed Light

Although a large number of studies have put a focus on the enactment of blended learning in English as a foreign language (EFL) classroom, there is a paucity of research into the teacher’s lived experiences of how they enact assessment in the blended learning activities. To fill such a gap, this paper reports on a narrative inquiry of an EFL teacher’s lived experiences of conducting assessment during blended learning in the pandemic era. The finding of the study shed light on the ineffectiveness of the assessment practice during the blended learning enactment, particularly in the context of rural schools. Albeit the participating teacher in this study was fully engaged to conduct assessment from his past experiences, two major problems hinder such a practice: students’ unsubmitted assignments and poor Internet connection. Based on these findings, teachers are encouraged to find an alternative assessment practice during the blended learning, portfolio assessment can be an option. This suggestion is anchored by the fact that the assessment practice was not technically supported during the blended learning activities.

Curriculum Content

2019 ◽  
pp. 81-97
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Music Appreciation ◽  
Curriculum Content ◽  
Limit Setting ◽  
Video Lectures ◽  
Online Music ◽  
The Many

This chapter introduces the many resources that come together to create the online music appreciation course curriculum. Because curriculum is the main content of the course, judiciously selecting from among the many options available to determine suitable content is essential. Readers will learn about limit-setting and curriculum components. Additionally, guidance for choosing a textbook and a review of major textbooks in print is provided, as well as a discussion of open educational resources (OERs) and sample resources. Some discussion is included about creating and providing instructor video lectures. The chapter ends with a brief summary of important points and an infographic designed to visually highlight the qualities and benefits of four major types of curriculum content.

Big-Picture Planning and Backward Mapping

2019 ◽  
pp. 53-80
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Large Scale ◽  
Online Courses ◽  
Open Educational Resources ◽  
Music Appreciation ◽  
Course Development ◽  
Writing Course ◽  
Online Music ◽  
Big Picture ◽  
Backward Mapping ◽  
Online Methods

In the second section, Planning the Course, readers who need to develop online courses will find sequential guidance and sample planning documents to aid in large-scale thinking, curriculum selection, and general course development. This section includes chapters that guide readers on writing course objectives and learning outcomes, backward mapping, determining how to narrow down what will be taught, writing or choosing curriculum, navigating textbooks and open educational resources (OERs), and considering online methods and strategies. Each chapter in this section targets course development and design to support online music appreciation instructors as they create, transfer, or refresh online music appreciation courses.

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