Assessment of Student Performance in
Online Courses: Paradigm and Praxis
NEMAH N. HERMOSA
University of the Philippines
nemah.hermosa@up.edu.ph
30 July 2010
6th ICTED, Quezon City, Philippines
Assessment: The Basics
Assessment
Various methods used to determine the extent to
which students achieve intended learning
outcomes of instruction.
• Assessment is more than grades
• Assessment is feedback for both
instructors and students
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Assessment with Purpose in Mind
(Earl, 2006)
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Assessment: The Basics
Assessment
Various methods used to determine the extent to
which students achieve intended learning
outcomes of instruction.
• Assessment is more than grades
• Assessment is feedback for both
instructors and students
• Assessment drives student learning
• Assessment drives course development
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Course Development Model
(Palloff & Pratt, 2009)
University Mission
Program Competencies
Course Outcomes
Unit Objectives
Activities
Unit Objectives
Assessments
Activities
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Assessments
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Backward Design Model
(Adapted from Wiggins & McTighe,1998)
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Assessment Online
New learning
and assessment
opportunities?
Losses and
gains?
How to
translate f2f
forms into an
online
environment?
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Assessment Online
Is the student who has
enrolled in the course
the one taking the
exam?
How do I know
that students
really understand
what I’m teaching
if I can’t see
them?
How can I
deal with
plagiarism?
How can I
ensure that
students won’t
cheat?
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PARADIGM
“The online paradigm holds that learning
itself may be different in the online
environment and, if that is true, then the
methodology for measuring it should also
be different or should measure those
things that are, in fact, different.”
-- Bedard-Voorhes, 2004, p. 74
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PRAXIS
Forms of Assessment in My Online Courses
ASYNCHRONOUS
• Written assignments submitted through the Workbin
in the course site, as email attachment, or by post
• Participation in MyPortal discussion forums/blogs
• MyPortal online quizzes/exams
SYNCHRONOUS
• Proctored exams in pre-determined venues
(Learning/Testing Centers, overseas exam sites)
• Online proctored exams using WebCam technology
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PRAXIS
EDR 201 The Psychology of Reading
• Required course in the Diploma/MA Ed
Language & Literacy Education
• Taken as elective by MDC, MIS, MDE and PTC
students
• 138 students: 23 offshore (12 countries); the rest
are based in different regions in the Philippines
• Different orientations/specializations
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EDR 201 Course Site
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Principle:
Use assessment techniques that fit the context and
align with learning objectives
• Expanded Course Guide
• Unit Study Guides
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Praxis: Use of alternative assessments, such as
performance-based/authentic assessments
Principle: Design assessments that are clear, easy to
understand, and likely to work in an online environment
• Detailed Assignment Guides
• Alternative
Assignments
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Principle: Design and include grading rubrics for
assessment of contributions to discussion as well as for
assignments, projects, and collaboration itself.
Principle: Design learner-centered assessments that
include self-reflection
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Praxis: Inclusion of dynamic interaction, defined by a
high level of interaction through discussion
Discussion Thread
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Praxis: Using the online environment for assessment
advantage: Computer-generated and -scored tests
Principle: Ask for and incorporate student input into how
assessment should be conducted.
EDR201QUIZ 1
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Sample Rated Quiz
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Praxis: Using the online environment for assessment
advantage: Internet-based resources
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Praxis: Dealing with plagiarism and cheating
•
•
•
•
•
•
•
Design exams as open book
Have several short assessments embedded in the
course
Varied and multiple means of assessment
Asking students to submit sections of work as
they are developed
Flagging papers without citations and those using
different writing style
Use of plagiarism detection software
Inform students of university policy
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Praxis: Dealing with plagiarism and cheating
PROCTORED ONLINE EXAMS
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KEY PRINCIPLES in ONLINE ASSESSMENT
(Palloff & Pratt, 2009)
• Design learner-centered assessments that align
with learner-centered activities and assignments.
• Construct courses that contain a variety of learning
activities and assessment measures that tap
various learning styles and inhibit the possibilities
for plagiarism and cheating
• Promote, use, and assess learner contributions to
the discussion forum.
• Use rubrics that establish performance
expectations and provide a sound basis for selfassessment
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KEY PRINCIPLES in ONLINE ASSESSMENT
(Palloff & Pratt, 2009)
• Provide prompt feedback on assessments and
assignments
• Consider tests and quizzes delivered online to be
“open book” measures and develop them with this
factor in mind
• To make online assessments effective, include
performance assessments, authentic assessments,
projects, portfolios, self-assessments, peer
assessments, and weekly assignments that include
discussion assignments.
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SUMMARY: Online Assessment
Our basic philosophy and
approach may not change,
but the techniques we use to
get there are likely to be
different.
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