
Teachers will…
› Know and understand Standards G and H
from the iNACOL National Standards for
Online Teaching (iNACOL, 2011).
› Know and understand standards F-I in the
SREB Standards for Quality Online Teaching
(Glowa, 2009).
 All standards in these sections of these
document pertain to developing a student
assessment plan.

Teachers will…
› Begin with the end in mind by examining
current LA Standards/GLE’s and Common
Core Standards.
› Identify key features of assessment plans for
online courses.
› Identify key features of K-12 assessment
plans:
 Formative vs. summative assessments
 Differentiated assessments
 Assessment validity and reliability

Teachers will…
› Develop a draft of an assessment plan for
their assigned course(s) that meets the
guidelines presented in this module.

Visit the following websites:
http://www.inacol.org/research/nationalsta
ndards/iNACOL_TeachingStandardsv2.pdf
›

Review standards G and H with regard to
student assessments.
http://publications.sreb.org/2009/09T01_Gui
de_profdev_online_teach.pdf
›

Review standards F through I with regard to
students assessments

Watch an overview of Common Core
Standards and PARCC Assessments by
watching 2 video overviews of them.
› https://www.teachingchannel.org/videos/c
ommon-core-state-standards-middle-school
› https://www.teachingchannel.org/videos/c
ommon-core-state-standards-high-school

Visit the LA Department of Education site
specific to the standards for your course.
› http://www.doe.state.la.us/topics/gle.html

Having reviewed the teaching
standards online teachers must reach,
and given the learning standards your
students must reach, generate a
discussion board post summarizing these
“ends in mind.”
Where must you as a teacher go with
regard to developing an assessment plan?
› What goals must your students reach within
the context of your course?
›
1.
Read the article “Online Assessment
Techniques” (Robles & Braathen, 2002).
1. http://www.acousticslab.org/dots_sampl
e/module2/RoblesAndBraathen2002.pdf
2.
Visit the Teacher Vision Assessment
page and peruse the various links to
articles regarding assessment.
http://www.teachervision.fen.com/asse
ssment/resource/5815.html
3.
Visit Kathy Schrock’s site to Assessment
and Rubrics:
http://www.schrockguide.net/assessme
nt-and-rubrics.html
›
Review all links on both websites.

Create a Powerpoint Presentation with
the following information:
Outline key features of assessment plans in
general
›

›
Use the information reviewed on the websites.
Outline key features of online assessment
plans specifically.
Formative vs. Summative Assessments

›
Read article on use of formative and
summative assessments in the classroom
(Garrison & Ehringhaus, 2007):
http://ccti.colfinder.org/sites/default/files/guyana/res
ources/TL/TL%20M02U03%20docs/Formative%20an
d%20Summative%20Assessment%20in%20the%20C
lassroom.pdf
Formative Assessment

›
Read article on formative assessment (Boston,
2002):
http://www.vtaide.com/png/ERIC/FormativeAssessment.htm
After reading the 2 articles, develop a
Venn Diagram comparing/contrasting
the 2 types of assessment.
 Generate lists of possible formative and
summative assessments that can be
used within your content area.

› Keep the list out—will be updating as we
learn more about assessments 

An assessment plan should have a
variety of assessment measures to reach
all learning styles.
› Meeting the multiple learning styles of your
students requires the use of multiple
assessment types.
 Review the following links at the Teacher Vision site:
Categories of Evaluation, Alternative Assessment, Creating
Meaningful Performance Assessments and Using Multiple
Intelligences in Testing and Assessment.
http://www.teachervision.fen.com/assessment/resource/5815.
html

Review the extensive list of possible
assessment strategies at the Alaska
Department of Education website:
http://www.eed.state.ak.us/tls/framewor
ks/mathsci/ms5_2as1.htm
› Revisit your draft of formative and summative
assessments.
 Update this list to include ideas generated from the
websites on the previous 2 slides.

Many assessments will require rubrics in
order to standardize scoring and to
provide students with advance
knowledge of requirements.
› Read article by Moskal (2000) on scoring
rubrics:
http://www.peopledev.co.za/library/Scoring
%20rubrics%20-%20Moskal%20B.pdf
› Devise a rubric for one of the assessments in
your plan.

You must meet the needs of your
learners with special needs (IDEA, 504,
RTI) through accommodations.
› Review the information regarding assessment
accommodations:
http://www.teachervision.fen.com/teachingmethods/educationaltesting/4170.html?detoured=1
› On the assessment list you have developed,
identify 2 ways you can make accommodations
on at least 2 of the measures.

For the integrity of the online (or any)
course, assessment measures must be
reliable and valid to determine whether
or not students have met learning goals.
› Find one scholarly article from a peer-
reviewed journal on assessment reliability
and validity.
› Write a discussion board post summarizing
the highlights of the article.
› Revisit your assessment list to determine
whether or not the assessments are reliable
and valid.

Review the assessment plan you drafted
throughout this module.
› Ensure all guidelines are considered in the
development of your final plan.
› Have you considered all components?
 Formative and summative
 Differentiation
 Learning styles
 Learner accommodations
 Rubrics for performance based
 Validity and reliability
Alaska Department of Education and Early Development. (1996, June 16). A
collection of assessment strategies. Retrieved from Alaska Department of
Education website:
http://www.eed.state.ak.us/tls/frameworks/mathsci/ms5_2as1.htm
Boston, C. (October, 2002). The concept of formative assessment. ERIC
Clearinghouse on Assessment and Evaluation. Retrieved from:
http://www.vtaide.com/png/ERIC/Formative-Assessment.htm
Garrison, C. & Ehringhaus, M. (2007). Formative and summative assessments in
the classroom. Retrieved from:
http://ccti.colfinder.org/sites/default/files/guyana/resources/TL/TL%20M02U0
3%20docs/Formative%20and%20Summative%20Assessment%20in%20the%20
Classroom.pdf
Glowa, E. (2009, March). Guidelines for professional development of online
teachers. Southern Regional Educational Board. Retrieved from SREB
website:
http://publications.sreb.org/2009/09T01_Guide_profdev_online_teach.pdf
iNACOL International Association for K-12 Online Teaching. (October, 2011).
National Standards for Quality Online Courses, Version 2. Retrieved from
iNACOL website:
http://www.inacol.org/research/nationalstandards/iNACOL_TeachingStanda
rdsv2.pdf
Louisiana Department of Education. (2012). Grade Level Expectations.
Retrieved from LADOE website:
http://www.doe.state.la.us/topics/gle.html
Moskal, B.M. (2000). Scoring rubrics: what, when and how?. Practical
Assessment, Research & Evaluation, 7(3). Retrieved from:
http://www.peopledev.co.za/library/Scoring%20rubrics%20%20Moskal%20B.pdf
Robles, M. & Braathen, S. (2002). Online assessment techniques. Delta Pi
Epsilon Journal, XLIV(1), p. 39-49. Retrieved from:
http://www.acousticslab.org/dots_sample/module2/RoblesAndBraathe
n2002.pdf
Schrock, K. (2012, June 24). Kathy Schrock’s Guide to Everything:
Assessment and Rubrics. Retrieved from Kathy Schrock’s website:
http://www.schrockguide.net/assessment-and-rubrics.html
Teacher Vision Assessment Advice and Forms. (2012). Retrieved from
Teacher Vision website:
http://www.teachervision.fen.com/assessment/resource/5815.html
Teacher Vision Types of Assessment Accommodations. (2012). Excerpted
from Assessment Accommodations Toolkit. Retrieved from Teacher
Vision website: http://www.teachervision.fen.com/teachingmethods/educational-testing/4170.html?detoured=1
Teaching Channel. (2012). Common Core Overview Video Clips: Middle
and High Schools. Retrieved from Teaching Channel website:
https://www.teachingchannel.org/