Beth Ellickson

An effect assessment is both reliable (provides consistent results) and valid (measures what is intended). Assessments can be objective or subjective in design. Objective assessments include matching, T/F and multiple choice. Subjective assessments can include written essays and should use a rubric to grade. 

Different types of assessments achieve different results. Diagnostic assessments identify where a student is starting from and done before instruction. Formative assessments should be ongoing and can help show whether students are understanding what was taught. Summative assessments are used at the end of units to demonstrate competency.  

Various tools can be used to assess student learning but need to fit the purpose of learning. Some like online quizzes provide quick and objective feedback but are often limited to recall rather than higher level thinking. Other forms like portfolios and project-based learning can add higher level thinking skills but require more set-up and are more difficult to grade. 

When incorporating games or simulations into a class, include time to brief students on the reasons to participate and the possible outcomes. A time after the game is complete should be spent debriefing to reflect on the experience and make connections between the activity and real-life situations. 

Games and simulations can give students an opportunity to apply knowledge and skills learned in a low stress environment. Some advantages of games/simulations include greater engagement and higher retention of knowledge and skills. Some obstacles to the use of games and simulations are instructor hesitancy, lack of time and finding activities that teach the critical ideas/skills rather than secondary.

Collaborative and cooperative learning uses pairs or small groups to work together to answer questions or solve problems. Problem-based learning begins with a problem for students to research. Using scenarios that are based on real life can add relevance and add interest for students for these assignments. All of these activities help students learn skills that are beneficial in the workplace.  

To move away from traditional lecturing and towards a flipped classroom, develop 3-5 active learning strategies to be used during the course, including "low-risk" activities that allow students to get used to how active learning works. Feedback throughout the course is also important to let students know how they are doing and to help motivate them. 

There can be student misconceptions that prevent them from succeeding in an online class. They may not have experienced active learning before or think that is easier than F2F classes. Having the expectations of active learning activities that will be used and the class workload spelled out for students the first week can help them understand what is expected and if this type of class is right for them. 

Active leaning has been gaining in use in classrooms since the 1990's as it helps students take an active role in their learning. Instructors have to reevaluate their role as a provider of knowledge in one direction to a guide that helps students take responsibility for their own understanding of course content.  

Working with students requires building trust between students and school staff members. Asking questions to identify the issues students are facing and working with them to develop a plan of action can make a difference in helping students face challenges that could otherwise lead them to withdraw. Teachers need to remain judgement-free and have a supportive role as a listener.