Jonathan Ciobanasiu

I did not realize that there are so many rubric/assessment options. This section revealed five of them to me: Alternative Assessment, Analytic Rubrics, Holistic Rubrics, Formative Assessment, and Summative Assessment.

It is good to keep in mind that rubrics need to consider more than measuring skills. They should also "provide students with clear targets for proficiency." Don't just grade; offer targets for growth.

It is a good reminder to think of creating rubrics not as something that takes more time away; rather, it gives more time in the long run.

Holistic assessments allow for student empowerment and measure outcomes effectively; they should be implemented in courses.

I like the idea of utilizing portfolios since they empower students to choose their own work to build a "strong sense of owndership" with end goals in mind.

I never thought of the term nomadic as a way to describe the student learning experience as it goes online, but that is exactly what it is. This means that if they are not rooted in the classroom, they needed rooting through consistent goals and structures in an online environment as given by an instructor.

Dynamic instruction allows for linear instruction to be replaced. This allows for a variety of ways for students to learn, not just from the teacher through dialogue in a classroom. In turn, this can lead to greater success.

Value-added assessments were presented in this section. They are helpful in that they give students a way of measuring their learning by comparing their current scores with prior ones.

It is not enough to assess with reliability in mind. An instructor also needs to consider validity to help ensure that the assessments are sound.

It is crucial to ensure that, as an instructor, assessments happen alongside evaluations. It is not enough to evaluate and grade a student; instructors must also assess what is working and not working, what students are grasping and not grasping.