To Do - E-Assessment Checklist
Having read the panel about e-assessment, you may decide to impliment some of the ideas that appeal to you. Use the following checklist to decide what e-assessment elements will be a part of your hybrid course.
1. What electronic “assessment for learning” elements would ideally be a part of your course?
- An auto marked prior knowledge e-assessment at the beginning of the module / unit
- A diagnostic e-assessment at the beginning of the module / unit to identify misconceptions
- Auto marked and anonymous self-assessment activities that are used during the module / unit only for the student’s own benefit
- Peer / self e-assessment where students comment on fellow students work according to a rubric
- A formative e-assessment with no marks to be used during a module / unit
- A marked formative e-assessment that can be attempted repeatedly during a module / unit
- A significant high stakes e-assessment that is combined with formative elements that also contribute towards the overall marks
- An e-assessment that has a self-evaluation component
- Other
2. What personal feedback opportunities would you like to set up in your course?
- In text annotated notes as feedback
- Feedback that involves media (e.g. audio/video) on e-assessment tasks
- Feedback via online interactions from peers
- Feedback on tasks where students practice their knowledge, skills and understanding
- Other
3. What digital tools could you feasibly use to ensure consistent and reliable assessment?
- Tools that have the correct answers built into it and the work is marked automatically
- Tools that allow marking memoranda and rubrics to be shared
- Tools that allow us to insert numbers, symbols or words into submitted work
- Other
4.What continuous e-assessment activities could you use that are supported by technology in your course?
- Low stakes auto marked e-assessment activities
- Low stakes e-assessment activities where progress is recorded
- Mock questions taken from exams
- Mock exam questions with feedback
- Preparation prior to a low stakes e-assessment activity followed by continuous activity where progress is recorded
- Posting a set of progressively more challenging e-assessment activities where their progress is recorded
- A bank of options that are assigned or selected; broken into smaller subtasks and progress is recorded
- A schedule for submission of draft and final e-assessment task
- Other
5. What resources would you use to distribute assessment expectations with students?
- A range of formally marked assessments
- A memo and / or grading rubric
- Marked exemplar assignments
- Course exam(s) and / or answer memo(s)
- Reconstructed pieces of student work to illustrate specific points
6. What opportunities for engagement around assessment criteria would you like to enable in your course?
- Post assessment criteria in the form of a memo or rubric
- Post assessment criteria to a tool that supports interaction
- Rationale for the assessment criteria in response to interactions
- Create opportunities for students to view exemplars of work of that match marking criteria and then rank and justify their selection
- Create opportunities for students to reflect and discuss the marking criteria
- Create opportunities for students to re-state marking criteria in their own words
- Create opportunities for students to self-identify and record the criteria they wish to use
- Other
7. What structured feedback opportunities would you like to set up in your course?
- Mutually beneficial mid-course feedback
- Repeated opportunities for micro feedback during the lifespan of a course
- End-of-course feedback to review teaching and learning activities
- Other
8. What would you like to add to your course introduction page about assessments?
- The way assessments will be marked
- Marking criteria or memo and / or grading rubric that will be used
- When to expect results
- What type of feedback to expect?
- The channel for feedback
Question 9. What options for control of the assessment process are offered to students’?
- Students can see marked assignments
- Students can see an exemplar assignment
- Students can see assignment topics to practice from
- Students are offered control over their assessment such as choice of topics, paper, or project, choice of assessment methods, etc.