Assessment Tasks in Online Courses

Author(s):  
Shijuan Liu

Assessment tasks refer to tasks that an instructor requires students to complete and that counts towards their final grades in a course. Assessment tasks, in the relevant literature, are also called assessment (e.g., Dirks, 1998), assessment methods (e.g., Flinders University, 2002), assignments (e.g., Arend, 2006), or assessment tools (e.g., Simonson, Smaldino, Albright, & Zvacek, 2002). While there is a plethora of literature on assessment tasks in traditional environments, there is a paucity of discussions on assessment tasks in online environments (Comeaux, 2005). This short chapter discusses (1) importance of assessment tasks in online courses, (2) opportunities and challenges that online environments bring to assessment tasks, and (3) principles and strategies in design and use of assessment tasks in online courses.

Author(s):  
Pierpaolo Vittorini ◽  
Stefano Menini ◽  
Sara Tonelli

AbstractMassive open online courses (MOOCs) provide hundreds of students with teaching materials, assessment tools, and collaborative instruments. The assessment activity, in particular, is demanding in terms of both time and effort; thus, the use of artificial intelligence can be useful to address and reduce the time and effort required. This paper reports on a system and related experiments finalised to improve both the performance and quality of formative and summative assessments in specific data science courses. The system is developed to automatically grade assignments composed of R commands commented with short sentences written in natural language. In our opinion, the use of the system can (i) shorten the correction times and reduce the possibility of errors and (ii) support the students while solving the exercises assigned during the course through automated feedback. To investigate these aims, an ad-hoc experiment was conducted in three courses containing the specific topic of statistical analysis of health data. Our evaluation demonstrated that automated grading has an acceptable correlation with human grading. Furthermore, the students who used the tool did not report usability issues, and those that used it for more than half of the exercises obtained (on average) higher grades in the exam. Finally, the use of the system reduced the correction time and assisted the professor in identifying correction errors.


2001 ◽  
Vol 15 (1) ◽  
pp. 23-30 ◽  
Author(s):  
Frederike M.J. van Wijck ◽  
Anand D. Pandyan ◽  
Garth R Johnson ◽  
Michael P. Barnes

To describe current patterns in the use of clinical scales and measurement tech nology for the assessment of motor deficits in neurological rehabilitation. Question naire, sent to the 2,556 members of the World Forum for Neurological Rehabilita tion, distributed over 75 countries. Sixty-eight questionnaires were returned. Generally, participants indicated that the centres where they were based used a num ber of different clinical assessment scales (median, three), most frequently with a small proportion of patients. The (Modified) Ashworth Scale, the FIM, and the Fugl-Meyer were used most frequently. Only 35 respondents stated that their centre used one or more scales in >75% of their patients, but the choice of such routinely applied in struments varied between centres. The application of measurement technology was re stricted, with video and goniometry being used most frequently. The main barriers to more frequent use of assessment tools were perceived to be a lack of resources, infor mation, and training. The (albeit limited) results from this survey suggest that the assessment of motor deficits in neurological rehabilitation is currently mostly qualita tive and lacks standardisation. More resources and education are required to support a more routine application of assessment tools and to integrate measurement tech nology further in neurological rehabilitation to assist in the process of quantification of outcomes. Key Words: Motor deficits—Neurological rehabilitation—Outcome as sessment—Standardisation—Measurement technology.


2017 ◽  
Vol 18 (2) ◽  
pp. 148-157 ◽  
Author(s):  
Karine Fournier ◽  
Lindsey Sikora

Purpose Though we live in a digital era, libraries offer significant hours of in-person reference services, in combination with online reference services. Nevertheless, an increase in requests for in-person, individualized research consultations (IRCs) over the last few years has been observed. IRCs between librarians and students are common practice in academic institutions. While these sessions can be deemed useful for patrons, as they are tailored to their specific needs, however, they can also be time consuming for the librarians. Therefore, it is important to evaluate this service, and assess its impact in order to ensure that the users are getting the most out of their sessions. The purpose of this paper is to gather information on the evaluation and assessment tools that Canadian institutions are using to obtain feedback, measure their impact and improve their consultation services. Design/methodology/approach A bilingual (French and English) web-based questionnaire was issued, with a generic definition of IRCs provided. The questionnaire included general demographics and background information on IRC practices among Canadian academic librarians, followed by reflective questions on the assessment process of such practices. The questionnaire was sent to Canadian academic librarians via e-mail, using professional librarian associations’ listservs, and Twitter was used for dissemination as well. Findings Major findings of the survey concluded that the disciplines of health sciences and medicine, as well as the arts and humanities are the heaviest users of the IRC service model. On average, these sessions are one hour in length, provided by librarians who often require advanced preparation time to adequately help the user, with infrequent follow-up appointments. It was not surprising that a lack of assessment methods for IRCs was identified among Canadian academic libraries. Most libraries have either no assessment in place for IRCs, or they rely heavily on informal feedback from users, comments from faculty members and so on. A small portion of libraries use usage statistics to assess their IRCs service, but other means of assessment are practically non-existent. Research limitations/implications The survey conducted was only distributed to Canadian academic libraries. Institutions across the USA and other countries that also perform IRCs may have methods for evaluating and assessing these sessions which the authors did not gather; therefore, the evidence is biased. As well, each discipline approaches IRCs very differently; therefore, it is challenging to compare the evaluation and assessment methods between each discipline. Furthermore, the study’s population is unknown, as the authors did not know the exact number of librarians or library staff providing IRCs by appointment in academic Canadian institution. While the response rate was reasonably good, it is impossible to know if the sample is representative of the population. Also, it needs to be acknowledged that the study is exploratory in nature as this is the first study solely dedicated at examining academic librarians’ IRC practices. Further research is needed. As future research is needed to evaluate and assess IRCs with an evidence-based approach, the authors will be conducting a pre-test and post-test to assess the impact of IRC on students’ search techniques. Originality/value Evidence-based practice for IRCs is limited. Very few studies have been conducted examining the evaluation and assessment methods of these sessions; therefore, it was believed that a “lay of the land,” so to speak, was needed. The study is exploratory in nature, as this is the first study solely dedicated at examining the evaluation and assessment methods of academic librarians’ IRC practices.


2018 ◽  
Vol 17 (2) ◽  
pp. 515-541 ◽  
Author(s):  
Manoli Cantillo Monjo ◽  
Teresa Lleopart Coll ◽  
Sandra Ezquerra Samper

Objetivos: Cuantificar y caracterizar la producción científica enfermera sobre cuidados informales del período 2007-2016, observar la evolución de la temática durante estos años, adquirir una perspectiva actual sobre el estado de la cuestión y realizar propuestas sobre futuras líneas de investigación e intervención.Metodología: Revisión bibliográfica llevada a cabo mediante dos estrategias: una cuantitativa, y una segunda estrategia cualitativa. Resultados: El tipo de artículo más publicado es el estudio original cuantitativo, aunque se detecta un crecimiento de las publicaciones con enfoque cualitativo. Los temas más tratados son el perfil de la persona cuidadora, los impactos de la atención en su salud y en otros aspectos de su vida cotidiana, las propuestas de intervenciones profesionales para promover el cuidado personal y para evitar la sobrecarga de las personas cuidadoras y, por último, el uso de herramientas de evaluación para la planificación de la atención a las mismas.Conclusiones: Las publicaciones enfermeras identifican con acierto la centralidad del cuidado informal y el giro asistencial hacia el domicilio y la familia. No problematizan, sin embargo, el actual trasvase de responsabilidades hacia el cuidado desde las administraciones públicas hacia el ámbito familiar, ni analizan en profundidad las desigualdades socioeconómicas y de género reinantes en el actual escenario de cuidados. El abordaje a estos dos elementos puede contribuir a abrir nuevas líneas de investigación e intervención en el campo de la enfermería. Goals: To quantify and characterize the scientific production in nursing on informal care from 2007 to 2016, to observe the evolution of the theme during this period, to acquire a current perspective on the state of the arts, and to suggest future directions of both research and professional practice. Methods: Bibliographical review undertaken through two strategies: a quantitative strategy and a qualitative one. Results: The most frequent type of published article is quantitative although there is an increase of qualitative publications. Among the most frequent themes are: the study of the caregiver’s profile, as well as the impacts of care on their health and on their everyday life; practical professional recommendations to promote care and self-care and to prevent caregivers’ overload; and, finally, the use of assessment tools for planning attention of caregivers. Conclusions: While nursing publications rightly identify the centrality of the family and the household in the new care scenario, they do not problematize the current transfer of responsibility for care from public administrations toward the realm of the family. Neither do they problematize the social, economic, and gender inequalities that take place in the context of care. To approach these two themes can contribute to create new research and professional lines in nursing.


2014 ◽  
pp. 1190-1207
Author(s):  
Dixie Massey

Teacher education courses offered online are becoming increasingly common. Unfortunately, few instructors of online teacher education courses have specific preparation for teaching adult learners or in teaching online courses, resulting in faltering attempts to transfer traditional methodology such as lectures to online platforms. This chapter considers the background of distance education and examines relevant literature on adult learners. Differentiated instruction is proffered as a means of meeting the needs of adult learners in online teacher education courses. Specific examples of differentiating content, process, and product are suggested.


Author(s):  
Larisa Olesova ◽  
Luciana de Oliveira

Researchers and practitioners' interest in finding more effective ways to provide instructional feedback in order to help second language learners in online environments has increased. The majority of studies found evidence about effectiveness of written and oral feedback to improve student's writing in a target language when they enroll in online courses taught in English. However, some studies also found limitations of both types of feedback when they provided for second language learners. Therefore, researchers and practitioners investigated benefits of other types of feedback and among them is audio feedback. The purpose of this chapter is to overview instructional capabilities of written, oral and audio feedback and how they can support ESL and EFL students in asynchronous online courses. This chapter also discusses when and how to provide different types of feedback when ESL and EFL students are enrolled in online courses taught in English.


Author(s):  
Lucyann Kerry

The purpose of this chapter is to present the project work and experience of developing post-secondary distance education in a challenging and diverse setting where the author has been involved in the design and implementation of the technology-based education. The experience of the project demonstrates how challenges for generating engagement with Webbased online courses can be met and overcome. Online learning activities were analyzed in light of student feedback. This feedback, collected over the length of the project, indicated the positive and negative factors for the design, execution and revision of the online learning environment. These factors, to strengthen and reinforce learning, were judged successful in contributing to student achievement in meeting course and program learning objectives. The chapter concludes with a more general discussion of relevant development issues. This work is supported by a review of relevant literature.


2013 ◽  
Vol 36 (3) ◽  
pp. 302-315 ◽  
Author(s):  
Sally Dixon

Within the Australian education system, Aboriginal students’ use of non-standard English features is often viewed simplistically as evidence of non-attainment of literacy and oral-English milestones. One reason for this is the widespread use of assessment tools which fail to differentiate between native- English speakers and students who are learning English as a second language. In these assessments, non-standard English features are framed as ‘mistakes’ and low scores taken as evidence of ‘poor’ performance. This paper will contrast a mistake-oriented analysis with one that incorporates knowledge of the students’ first language. It will clearly show that when consideration is given to the first language, a more nuanced picture of English proficiency emerges: one that is attuned to the specific second language learning pathway and thus far better placed to inform both assessment and classroom instruction.i


2018 ◽  
Vol 15 (1) ◽  
pp. 37-43
Author(s):  
Luminiţa Duţică

Abstract Assessment is a distinct stage within the teaching process, aiming to measure the level of the knowledge, skills and competences acquired within a given time frame. The discipline Theory, Solfeggio, Musical Dictation involves a synthesis between the theoretical and the practical side of the matter, and, as a result, it uses specific assessment tools for each side. Modern assessment methods involve personalized systems based on the diversification of types of docimological tests, quizzes, practical tests, etc. In this study we will present a series of personal contributions referring to the contents specific to the discipline Theory, Solfeggio, Musical Dictation taught at university.


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