The concepts of value-based and alternative assessments are new to me. However, I recognize that in some of my previous courses, I have utilized the method of value-based assessments through unfolding assignments that scaffold in subsequent modules. As the work product builds upon itself, the student is able to make real-time adjustments so that the final work product reflects an overall improvement in the knowledge/skill demonstrated by the student.

Validity = reliable, but reliable does not necessarily = valid. Understanding the difference between these concepts is especially important when designing assessments tools to measure student knowledge/level of understanding.

Formative and summative assessments are important components of the online learning process because they not only tell the student what they do/do not know, but also the instructor is able to gather important information about where the students are, at a given point in the curriculum, as it relates to their level of understanding. This data provides the instructor with an opportunity to reframe the upcoming course materials to fill the gaps in knowledge demonstrated by the assessments.

There are so many available tech tools at our disposal, I think my biggest takeaway from this learning experience is realizing what it is I am trying to assess from the students but, more importantly, that the technology needed is only what is required to do the job. Having all the 'bells and whistles' isn't useful if those are not capturing the measures of learning you are intending to from the assessment.

Using the appropriate tool requires research. We shouldn’t just assume it works because it’s available. 

On-line learning has many advantages thanks in part to the variety of tools that can facilitate learning.  I would like to initiate a discussion on camera presence.  This has been an on-going concern.  Although camera ettiquette and policy is disccussed and agrrements signed, I find myself repeatedly requesting students to return to camera view.  What are the policies and legal issues related to mandating students to be on camera?  

Several points need to be included in a good rubric. These include: des the criteria reflect the objectives of the course, are the decriptives well stated and fair, and does the rubric allow for feedback to let the student know what was well done and what needs improvement.

A lot must be considered when desgining a rubric.It must contain all of the nexessary content of the assignment, must be understandable and clear, must be practical and must be fair for all students. Building a rubric is an ongoing process and continually needs to be accessed and revised.

Self and peer-assessment may be a valuable tool to help students evaluate their work as well as the work of peers. Detailed feedback and time to self reflect are important parts of the learning process.

There are different types of rubrics including: holistic, analytic, general and task-specific. While necessary, rubrics can have sme disadvantages which include the fact that they can be time-consuming, can limit creativtity, and artistic work may be difficult to access using a rubric.