Group items tagged

alternative assessment strategies

Active Learning strategies improves student learning & motivation Audience Response Feedback [Clickers are used in this video]: multiple choice questions, use results to focus discussion Online Mini Lectures: provides content that is developed further in F2F class

Online Discussions can be challenging to implement effectively. This video provides some helpful strategies and talks about the benefits Benefits: enhanced communication; group feedback; build community; peer feedback; allows those shy in F2F to participate Tips: Provide clear criteria; limit number of words; have students help moderate; collate and summarize for the students; be present in the discussion

This is a good review of a case that used the Wiki tool within their LMS to support student collaborative projects. The instructors talk about how they set up the activity, how they assessed it using the LMS user logs, as well as other strategies they used to create an effective implementation. Conclusion: Wiki is a great tool for online group collaboration for both Hybrid and Fully Online courses. This site also had a more detailed PDF document

As school districts look for ways to give their students a personalized learning experience without expanding their budgets, blended learning can be an effective option. This approach to schooling combines face-to-face instruction with online learning and has yielded strong results since officially being researched as an education strategy. In fact, according to a 2010 study from the U.S. Department of Education, blended learning classes produce statistically better results than their face-to-face, non-hybrid equivalents. This may be partly due to the fact that this rapidly growing model not only increases the flexibility and individualization of student learning experiences, but also allows teachers to expand the time they spend as facilitators of learning. Schools make the switch to blended learning for a variety of reasons. In addition to considering the age of the students, the reasons for choosing a blended model generally dictate which of the six models they choose to implement:

peer assessment

Abstract: Despite major discussion and consideration of authentic assessment through the 1990s, little progress appears to have been made towards its widespread adoption in higher education. Universities often serve to limit the use of authentic approaches in learning tasks and assessment, through restrictive policies. In this paper, we briefly review the literature and summarise the characteristic elements of authentic assessment, and argue that task, assessment and university policies must be aligned for truly effective use of authentic assessment to occur in higher education