RUBRICS. Probably a good help for grading! Road Map for this session.
Online Assessments with Non-Traditional Grading Rubrics and Web-based Outcome Documentation
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Transcript of Online Assessments with Non-Traditional Grading Rubrics and Web-based Outcome Documentation
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Online Assessments with Non-Traditional Grading Rubrics and
Web-based Outcome Documentation
Presented by Phyllis Powell Pelt, MS, RNDirector of School Nurse Certification Program
[email protected]/nursing/schoolnursing
September 28, 2006
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21st Century – Information Age
• Outcome of attendance – core value• Learning can be assessed online by quality of
participation in synchronous (real time) and asynchronous discussions
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Why Transition to ONLINE Teaching?• Primary Focus of education and School Health
Services has CHANGED. • Expanded role requires proficiency in timely
identification and use of resources to support student/consumer living and learning.
• Comfortable ONLINE skills are critical in order to serve our “customers” who use technology tools daily.
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Non-Traditional Learners
• Average age 43• Minimum of Bachelors Degree in Nursing• Eight or more years of professional nursing in
other nursing specialties• Working full-time • Emerging computer skills
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Online Self Assessment in Blackboard• Un-timed self assessment – Posted in
Blackboard under Assignments• After completion – uploaded in safe assignments• Individual, confidential faculty feedback and
comments shared via Blackboard • Virtual Chat reflection in small groups
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Online Self Assessment – Benefits
• Immediately learn how comfortable student is with Blackboard format
• Self assessment and/or baseline pre- test of content – provides satisfaction of “immediate” response
• Helps faculty and student identify what skills student needs to strengthen in order to be successful in course
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Web Based Assessment and PlanningIncludes:
Instructions Modules Planning for improvement template Resources Appendix with fact sheets Designed for elementary, middle and high school
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Advantages of a Web-based Assessment Tool• Developed by a well established and reputable
group. (Center for Disease Control)• Incorporates National Health and Learning
Goals (Healthy People 2010)• Updated as appropriate• Evaluation shared widely• Can be assessed with no cost by all partners
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Non-traditional Grading Rubric for Web-based Tool Includes:• Setting ID and Password for facility use of tool• Uploading data in each of the eight modules• Timely completion of online scorecard• Documenting comments from participants• Completion of School Health Improvement plan• List recommended actions• Giving rationale for ONE recommended
action/intervention that will serve as internship project (40% of course grade)
• Virtual chat discussions on use of tool
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Virtual Chat Assessments
• Classified as “ Post Conference”• One hour every other week• Evidence based comments/critical analysis of
topics related to internship project• Specific discussion points provided by students-
faculty facilitate chat
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Barriers to Virtual Chat
• Real time availability needed • Consensus on times for synchronous chats.
– (8-9 pm favorite choice of learners)
• Small groups needed regardless of size of class. – ( 7-10 learners in each group)
• Key board skills needed – spelling does not count in the virtual chat setting
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Real time – Virtual Chat Assessment
• Must be logged on for a minimum of 30 minutes.• Written comments must be substantial*
– *Review syllabus for explanation.
• Summary statement needed at the end of session.
• Sessions archived.• Follow up comments in asynchronous
discussion board.
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Face-to-Face Poster Presentations
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Learners Encouraged to Use Grading Rubric• Include rubric with assignments• Encourage learners to follow rubric when
completing assignment• Have rubric attached for grading of assignment.• Give learners opportunity to respond to
instructor assessment of assignment based on rubric.
• Update rubric based on student feedback
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Online Cheating – No Problem Here!!
• Professional nurses not willing to risk their careers and reputation on cheating in an online course.
• Life long learning is motivation for many to be in the course – cheating would be counter productive.
• Much diversity in interaction with faculty – teleconference, site visits, online discussions – cheating would be challenging.
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In Summary : Take Steps to STRETCH
• S= sensational
• T= teaching
• R= requires
• E= efforts
• T= to
• C= computerize
• H= homework