Michael Leger

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.