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While technology is a great enabler, the choice of the correct assessment tool must be based on the pedagogy and module content. Using a tool just because everyone else is adopting it, does not necessarily make it the best fit for what you need to assess.

There are several benefits to value-added assessments, provides a clearer accountability measure for instructors, can determine how well students are progressing, recognize growth, identify failures and successes.  I find this is good in helping me to adjust the way I teach my classes, it is always different due to varying student ability levels and prior knowledge.  It helps me to feel good about the uses of collaboration in my assignments to help students and instructors learn from each other.

I think what really resonated with me after reading about Subjective and Objective Assessments is that adequate and appropriate assessments are not easy to create.  A poorly constructed test will result in grades that may not accurately reflect what has been learned. 

Subjective tests are evaluated by giving an opinion. Objective test, on the other hand, have right or wrong answers.  Subjective tests are more challenging to prepare, administer, and evaluate correctly; essays are a good example of subjective assessments.  Rubrics should be used in evaluating essays and should be shared with students with clear guidelines to help them focus… >>>

Assessments determine knowledge, attitudes, skills, and/or beliefs.  There are diagnostic assessments to be administered at the beginning to determine pre-existing skills or knowledge, then there are formative assessments which can help me determine ongoing learning, and lastly,  summative assessments to account for learning at the end of the instruction.

I rely on the use of assessments to determine student learning and improve on my teaching.  I have never taught a class the exact same way because each class has students with different learning styles and adaptation levels.   Don't be afraid to adapt to your students.

I learned there are a variety of technology assessment tools that should be used to assess student learning, selection can be based on a student's learning style...and it can vary based on what is best for the majority of your learners. I try to stay flexible and make adjustments based on what worked and did not work because each class can differ.

I found the goals that can be accomplished via authentic assessment to be most valuable in this module. 

I appreciated the review (and application) of validity and reliability regarding assessment - this is something that I know I don't consciously consider when creating assessments, so this is great "fall back" to theory/pedagogy/methodology for a new (or seasoned) faculty member. 

The difference between assessment and evaluation; I find that these get used interchangeably, when really they are distinct. Also, the impact of diagnostic assessment - I think this could be beneficial in a variety of ways, but especially to a new faculty member that may not know how to gauge what content to cover & so tends to try to cover every single thing in great detail. 

The importance/relevance of the rubric in assessments that are performance-based due to their subjective nature. 

I really took a lot away from the activity of The Stool and the Integrity Planner; as I take more ownership of monitoring online courses/LMS activity/course design, I think these tools and activities will be great additions to help me guide my faculty toward more effective assessment opportunities and increased student engagement/satisfaction in general with online courses. 

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