Instructors are encouraged to consider assessment as a desireable and constant part of the learning cycle rather than a summary evaluation of learning that occurs all at once, or at the end of the course. Both non-graded (formative) and graded (summative) assessments should occur regularly and be designed to be tightly integrated into the curriculum, and indeed be considered a non-separate component of student learning. Our website on assessment practices includes other principles and examples of assessment that can be integrated into your online experience.
Though the most common association with assessments may be "tests," don't forget about quizzes, surveys, and self tests. Each may have a role in meeting the needs of your students' varied learning styles.
Another common use of the assessments tool is for practice exams, both those that prepare students for tests and exams that do count, and those that exist primarily for the faculty member's knowledge about student progress, such as the use of pre-tests and post-tests for the entire semester.
To the extent it is possible and scalable, given your class size, consider making your assessments as "authentic" as possible. This would mean avoiding self-grading types of questions in favor of open-ended assessments which more realistically capture what problems in this industry might look like. Some variations of "fill in the blank" assessments might meet the authentic assessment criteria but still be self-grading.
Your course design should, by its very nature, consider objectives and assessments together, as they are concepts intimately bound up with each other. When designing, you will want to know that course objectives will be met by the end of the class, so you need to choose assessments which provide an accurate and complete picture of student learning (often, the answer involves more than just chapter tests). You will want to verify that you've provided enough assessments to adequately decide that course objectives are met, and alternately, you'll want to be sure that each assessment is offered in the service of at least one course objective (if it's not related to the course objectives, you may not need that assessment).
How often should you give assessments to students? The answer should be informed by your objectives and course design decisions. It's important to think beyond the coverage of material and consider also the learning patterns of the students. If you plan to cover six chapters in a textbook during the semester, it might seem simple to just assign six chapter texts.
A final exam might look unnecessary at first blush, but learning theories suggest that there should be some manner of summary or synthesis activity in a course - otherwise students may never make needed connections in the material to truly cement the learning.
Quizzes serve an important function in informing students of their ongoing progress. They also provide necessary waypoints to the learning for the student, and serve as extrinsic motivators for students to address the material in a timely fashion, rather than all at once just before the larger chapter tests.
How many questions should you ask on an assessment is related to how long you want the assessment to last. Is it meant to be a one-hour test? A third variable to consider is how long it should take for students to answer each question. For questions that ask students knowledge and comprehension questions (often just facts), it's possible to allot merely 30 seconds to each question, especially if they are multiple choice questions. For questions that call for application, analysis, synthesis, or evaluation, you may need to build in additional time, regardless of question format. Time how long it takes to read the question and all possible answers, and then calculate how long you want students to work on solving the problem. Many questions take one minute (this is the closest answer to "common practice"), but if your question calls for complex calculations, it may be wise to allow for much more. Once you know how long each individual question should take, simply add them up for the total allowable time on the test (see the section about quiz settings).
Related to the notion of time allotment is the question of open-book or closed-book exams. If your intent is to gauge student knowledge of facts and easily-researched information, you will want to restrict the time allotted per question, so they could not look everything up in time (and you may also want to adjust the settings in how the questions are displayed, discussed below). One strategy may be to recognize that some students will have the book open and nearby, whether instructed to do so or not, and thus to ask different kinds of questions, such as application or evaluation questions that cannot be simply "looked up." These types of questions may take longer to answer, since you will want to leave time not only for reading the question, but pondering the possibilities.
Your options when creating an assessment include:
All of the above settings can be used individually, or in concert with each other, to create varied and variable assessments. Because fully-online classes occur without direct instructor supervision of the students, many instructors choose to restrict availability and to introduce as many random elements as possible, the better to minimize cheating.
While multiple-choice questions offer the convenience of grading themselves, other types of questions may better serve your course objectives or the learning styles of the students (and many of them can be self-grading as well). The addition of variety will also be welcome by your students. Consider such question types as:
For all of these question types, as well as T/F and multiple choice, you may want to use the "question feedback" option to display a message to students as they view the results of the graded assessment. Crafted the right way, this kind of feedback can minimize or prevent many of the emails you might otherwise receive from students.
It is possible to place more questions into Webcourses than you plan to use on the exam, and it is further possible to have each exam dynamically draw a randomized set of questions from your test bank. Thus, each of your fifty students may have slightly different tests from each other. Sometimes textbook publishers will provide you with question sets that can be used for tests.
Creating questions within the Webcourses interface is always an option, but if you would like to upload them, a standalone piece of software called Respondus makes this easy. You need to first download Respondus here: http://teach.ucf.edu/resources/respondus/. Then email email@example.com to request the username and password for Respondus, and you can upload a test bank. In fact, many publishers make the test banks available directly through respondus.com, and available by search.
During the setup, you may be asked for the "Current Personality": as of 2008, UCF is using WebCT 6 - 8 / Vista 4 - 8. The server is https://webcourses.ucf.edu
Uploading via Respondus is largely intuitive, but be certain that you have first converted your question format to the Respondus style. Simply paste your questions to Notepad and save the file as a .txt. Make sure to identify the correct answer with an asterisk. The result looks simply like this:
1. Judging by the song “Part of Your World,” what motivates Ariel the most?
a. Desire for boys
b. Love of Eric specifically
*c. Emancipation from her parents
d. Desire for more knickknacks
2. Ariel’s marriage to Eric functions like a political union
Continue to the next section: Other Technology Tools
J. Blake Scott
College of Arts and Sciences Teachingis what sustains me as an academic. It fuels and, in turn, is fueled by myresearch in rhetoric, which emphasizes civic action, and by my communityservice. Some of the hallmarks of service-learning—active learning, problemsolving, critical reflection, and civic engagement—guide my overal...
College of Arts and Humanities Over the years, some things about my teaching have not changed. I always work hard to make that introduction to college relevant and rigorous. I badger and affirm students confident enough to question and volunteer, and use collaborative learning when a group’s strength cushions the personal risk that ac...
College of Arts and Sciences A university does not just teach salable skills. It should do that, but more importantly it teaches methods that lead to self-knowledge, critical thinking, citizenship--defined in its broadest sense as responsibility for one's locality, state, nation, and globe--and literacy, which is the ability to read and w...