Just imagine if a pilot flew without adjusting for variables such as storms and headwinds. Visualize an airliner flying from London to Vancouver. It flies west for about 9 hours and then land. The pilot then asks, “Is this Vancouver?”
Applying the principles of Universal Design to assessment is sometimes a stumbling block for even the strongest advocates of accessible learning opportunities.
Is a just a giving a grade enough feedback to impact learning? Advancements in computer generated grading of essays has brought this, and many other questions about automation, to the forefront.
A few months ago I wrote an introductory article on Multiliteracies Theory. In this article I plan to expand on the topic and discuss how it’s related to 21st century learning and why it should be a focus in the classroom.
Stephen Downes re-conceptualizes our understanding of cheating in his blog post "New Forms of Assessment: measuring what you contribute rather than what you collect. Rather than cracking down on cheating why not put our energies into supporting and encouraging cooperation and contribution to the greater learning community?
Before deciding on your assessments, you should have already established the learning outcomes at the program, course and module levels. If you haven’t, the Lesson/Module Planning of this website can help get you started.
An instructor may choose to use different learning activities and assessments to encourage learning. There is a large difference between what is used to provide feedback (formative assessment) and what is used as a summary of learning (summative assessment).
When you’re designing a course, especially when it is your first time, there can be a lot of new terminology to learn. Here’s a quick list to get you started. This is instruction that does not happen at predetermined or regular intervals.