Designing transparent assessment strategies for online learning in HE (English language)

Topic outline

• General

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    Glossary

• 1. Designing learning outcomes and criteria-based assessment in VLE

  By the end of this topic, you will be able to:

  1. design and develop a preferred assessment strategy using VLE tools.

  2. design and implement criteria-based assessment in VLE.

  3. design and implement assessment activities in line with the assessment criteria and / or learning outcomes.

  
  

  • 1.1. How to design an assessment strategy based on learning outcomes in VLE?

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    1.1.1. INTRODUCTION Page
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    1.1.2. DEFINITIONS Page
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    1.1.3. WHY SHOULD I DESIGN ASSESSMENT STRATEGY BASED ON LEARNING OUTCOMES IN VLE? Page
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    1.1.4. How to design assessment strategy based on learning outcomes in VLE File
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    1.1.5. BEST PRACTICE EXAMPLES Page
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    1.1.6. Self-reflection test Quiz
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    1.1.7. PRACTICAL TASK Assignment
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    1.1.8. MATERIALS FOR FURTHER READING Page
  • 1.2. How to integrate learning outcomes in VLE and align them with assessment activities?

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    1.2.1. INTRODUCTION Page
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    1.2.2. DEFINITIONS Page
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    1.2.3. WHY SHOULD I INTEGRATE LEARNING OUTCOMES IN VLE AND ALIGN THEM WITH ASSESSMENT ACTIVITIES? Page
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    1.2.4. How to integrate learning outcomes in VLE and align them with assessment activities File
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    1.2.5. How to apply criteria-based assessment method, using advanced assessment tool? File
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    1.2.6. BEST PRACTICE EXAMPLE Page
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    1.2.7. Self-reflection test Quiz
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    1.2.8. PRACTICAL TASK Assignment
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    1.2.9. MATERIALS FOR FURTHER READING Page
  • 1.3. How to describe assessment criteria in line with assessment activities?

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    1.3.1. INTRODUCTION Page
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    1.3.2. DEFINITIONS Page
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    1.3.3. WHY SHOULD I DESCRIBE ASSESSMENT CRITERIA IN LINE WITH ASSESSMENT ACTIVITIES? Page
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    1.3.4. How to describe assessment criteria in line with assessment activities File
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    1.3.5. BEST PRACTICE EXAMPLES Page
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    1.3.6. Self-reflection test Quiz
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    1.3.7. PRACTICAL TASK Assignment
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    1.3.8. MATERIALS FOR FURTHER READING Page
  • 1.4. Best practices from VLE on using tools to design formative and summative assessment strategies

    
    
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    1.4.1. INTRODUCTION Page
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    1.4.2. DEFINITIONS Page
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    1.4.3. WHY SHOULD I USE TOOLS IN VLE TO DESIGN FORMATIVE AND SUMMATIVE ASSESSMENT STRATEGIES? Page
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    1.4.4. How to design formative assessment strategy in Moodle? File
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    1.4.5. How to choose Moodle tools to assess different types of skills? File
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    1.4.6. BEST PRACTICE EXAMPLES Page
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    1.4.7. Self-reflection test Quiz
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    1.4.8. PRACTICAL TASK Assignment
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    1.4.9. MATERIALS FOR FURTHER READING Page
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    1.5. Self-Check List Feedback

• 2. Involving students in digitally supported learning assessment

  By the end of this topic, you will be able to:

  1. design and integrate peer assessment in VLE.

  2. effectively use progress measurement tools to support student learning.

  3. provide adequate and timely feedback for students in VLE to facilitate their learning.

  4. collect student feedback and reflection in VLE to improve teaching practices.  

  
  

  • 2.1. How can we design peer assessment activities in VLE?

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    2.1.1. INTRODUCTION Page
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    2.1.2. DEFINITIONS Page
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    2.1.3. Why should we design peer assessment activities in VLE? Page
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    2.1.4. Designing peer assessment activities in VLE File
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    2.1.5. BEST PRACTICE EXAMPLES Page
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    2.1.6. VIDEOS Page
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    2.1.7. Self-reflection test Quiz
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    2.1.8. PRACTICAL TASK Assignment
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    2.1.9. MATERIALS FOR FURTHER READING Page
  • 2.2. How to apply learning progress measurement tools in VLE?

    
    

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    2.2.1. INTRODUCTION Page
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    2.2.2. DEFINITIONS Page
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    2.2.3. WHY SHOULD I APPLY LEARNING PROGRESS MEASUREMENT TOOLS IN VLE? Page
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    2.2.4. Progress measurement in Moodle File
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    2.2.5. BEST PRACTICE EXAMPLES Page
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    2.2.6. PRACTICAL TASK Assignment
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    2.2.7. Self-reflection test Quiz
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    2.2.8. MATERIALS FOR FURTHER READING Page
  • 2.3. How to provide timely feedback with proper tools in VLE for learning-oriented assessment?

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    2.3.1. INTRODUCTION Page
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    2.3.2. DEFINITIONS Page
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    2.3.3. WHY SHOULD I PROVIDE FEEDBACK TO ONLINE STUDENTS, USING VLE TOOLS? Page
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    2.3.4. Feedback provision in Moodle File
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    2.3.5. BEST PRACTICE EXAMPLES Page
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    2.3.6. Self-reflection test Quiz
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    2.3.7. PRACTICAL TASK Assignment
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    2.3.8. MATERIALS FOR FURTHER READING Page
  • 2.4. How to collect student feedback and reflection in VLE

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    2.4.1. INTRODUCTION Page
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    2.4.2. DEFINITIONS Page
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    2.4.3. WHY SHOULD I COLLECT STUDENT FEEDBACK AND REFLECTION IN VLE? Page
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    2.4.4. Collecting student feedback and reflection File
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    2.4.5. BEST PRACTICE EXAMPLES Page
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    2.4.6. Self-reflection test Quiz
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    2.4.7. PRACTICAL TASK Assignment
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    2.4.8. MATERIALS FOR FURTHER READING Page
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    2.5. Self-Check List Feedback

• 3. Digital assessment methods and tools in VLE

  By the end of this topic, you will be able to: 

  1. identify and describe assessment activities that address knowledge, skills and values/ responsibilities;

  2. create and use digital rubric tools in VLE;

  3. design and use peer assessment activities in VLE, using Moodle workshop;

  4. define and implement assessment activities based on development of digital portfolios and reports;

  5. use assessment reports to monitor learning progress.

  
  
  

  • 3.1. Assessing knowledge, skills and values/responsibilities

    
    

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    3.1.1. INTRODUCTION Page
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    3.1.2. DEFINITIONS Page
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    3.1.3. HOW CAN WE ASSESS KNOWLEDGE, SKILLS AND VALUES/RESPONSIBILITIES? Page
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    3.1.4. Tests to assess skills, knowledge and values File
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    3.1.5. Assessing skills, knowledge and values: Moving Beyond tests File
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    3.1.6. BEST PRACTICE EXAMPLES Page
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    3.1.7. VIDEOS Page
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    3.1.8. Self-reflection test Quiz
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    3.1.9. PRACTICAL ACTIVITY Assignment
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    3.1.10. MATERIALS FOR FURTHER READING Page
  • 3.2. Workshops for peer assessment

    
    

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    3.2.1. INTRODUCTION Page
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    3.2.2. DEFINITIONS Page
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    3.2.3. WHY SHOULD WE USE WORKSHOPS FOR PEER ASSESSMENT IN VLE AND ALIGN THEM WITH TEACHING AND LEARNING ACTIVITIES? Page
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    3.2.4. Workshops for peer assessment File
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    3.2.5. BEST PRACTICE EXAMPLES Page
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    3.2.6. VIDEOS Page
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    3.2.7. Self-reflection test Quiz
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    3.2.8. PRACTICAL ACTIVITY Assignment
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    3.2.9. MATERIALS FOR FURTHER READING Page
  • 3.3. Rubrics for assessment

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    3.3.1. INTRODUCTION Page
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    3.3.2. DEFINITIONS Page
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    3.3.3. WHY SHOULD I USE ASSESSMENT RUBRICS? Page
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    3.3.4. HOW CAN WE DEVELOP ASSESSMENT RUBRICS IN VLE? Page
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    3.3.5. WHAT GOOD PRACTICES ARE IMPORTANT WHEN USING ASSESSMENT RUBRICS IN VLE? Page
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    3.3.6. Rubrics for assessment File
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    3.3.7. BEST PRACTICE EXAMPLES Page
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    3.3.8. VIDEOS Page
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    3.3.9. Self-reflection test Quiz
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    3.3.10. PRACTICAL ACTIVITY Assignment
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    3.3.11. MATERIAL FOR FURTHER READING Page
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    3.3.12. ADDITIONAL MATERIAL URL

    Podcast - From Earning to Learning
    

  • 3.4. Portfolios and assessment reports 

    
    

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    3.4.1. INTRODUCTION Page
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    3.4.2. DEFINITIONS Page
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    3.4.3. PORTFOLIOS - MAIN FEATURES Page
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    3.4.4. TYPES OF PORTFOLIO Page
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    3.4.5. BENEFITS OF USING PORTFOLIOS Page
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    3.4.6. Portfolios and Assessment reports File
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    3.4.7. BEST PRACTICE EXAMPLES Page
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    3.4.8. Self-reflection test Quiz
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    3.4.9. PRACTICAL ACTIVITY Assignment
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    3.4.10. MATERIALS FOR FURTHER READING Page
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    3.4.11. ADDITIONAL MATERIAL URL

    Podcast - Tea for Teaching - ePortfolios
    

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    3.5. Self-Check List Feedback

• Contacts

  For more information please contact institutional representatives of DigiProf project:
  

  Antonio Moreira (UAVR, Portugal), moreira@ua.pt
  Ana Balula (UAVR, Portugal), balula@ua.pt
  Nilza Costa (UAVR, Portugal), nilzacosta@ua.pt
  Sandra Vasconcelos (UAVR, Portugal), s.vasconcelos@ua.pt
  Teresa Neto  (UAVR, Portugal), teresaneto@ua.pt
  Airina Volungeviciene (VMU, Lithuania),  airina.volungeviciene@vdu.lt
  Rasa Greenspon (VMU, Lithuania), rasa.greenspon@vdu.lt

  
  

• Training material files in editable version (.otd)