اطمینان از اصالت با ارزیابی آنلاین

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گزارش خرابی

Number Three. Well, it's gone up a point
while we've been talking here. Ensuring authenticity
within online assessments. I'm just going to open that up
just to clarify a little bit. And that was by Caroline. Thank you Caroline. So yeah, sharing of assessment, is it really my student who's
answering these questions online? >> Yeah, so I think the question
was more around how to deal with potential students cheating online
with online assessments, or whether it's cheating from one another or
Googling the answer, that sort of thing. So some great responses to that already. And essentially, when I see that question,
my first response to that is as an educator, how can I move
away from having questions that are easily to be cheated on for example? So, moving towards questions around
the process rather than the product, and I know that was mentioned in the forum
as well, is a way that essentially what are the skills that you're trying
to have your student to achieve? If it's for
them to learn a particular vocabulary, or is it applying that vocabulary
in a particular context? So if it's trying to move away from
just being able to repeat the answer, but to apply the answer, will definitely
move away from types of cheating. Karen's responded to that in terms
of some really good examples, around what if you are really faced with, you're
teaching, for example, a language course. And they do need to provide that answer
and it's not really about the process, and you struggle with moving towards
those types of questions, and just provide some good examples in
terms of how you can deal with that. Dealing with potentially if it's
a language course and students going and using Google translator to get the answer,
how can you initiate those questions so that Google translator doesn't
actually spit out the answer that you're looking for? It does require some creativity, but
in the long run, it's actually helping your students to not just look up an
answer in a book and provide the answer. But to actually start thinking
about how it's applied, which is usually what we're trying to get
our students to achieve in the long run. >> It's interesting, from my discipline,
from a design background, it's all about the process as well,
so we design our online assessments to be the capstone to
an iterative development process. So we really see how our
students are growing, what they're learning, how they reply. So that gives us insight into those
final submissions and actually, sometimes it's very easy to
tell when it isn't that person. Because there's a lot of their personality
that's put into the whole process. That's not going to work for
every discipline, but I think what you're saying covers
some of the other side of it. But it could be that thinking about
formative versus summative assessment as well, and maybe using them in tandem
to actually have some of that insight, progressive kind of builds, so you can
build a map of how they're performing and what they're likely to answer. Maybe that might help too. >> I mean, we appreciate that it would
be different in different disciplines. >> Yeah. >> In design or in social studies, or
literature, where you can have more open ended questions, it's a lot
easier to create those questions. But then when you're stuck
with other courses where, let's say an anatomy courses and they have
to know a particular term and they have to know where that particular term is used
for what part of the body, for example. And typically we've used matching and we've put the word on
the diagram type response. Again, it's about being creative and
trying to change the types of questions, so it is more about,
okay you have to use the term so we know you've learned the term. But use it in a sentence,
use it in a paragraph, use it in away that's actually applicable. And that actually moves towards
making it more authentic as well. Because in real world, you're not just
going to provide a word to someone or provide a term or provide a calculation. You're going to be
applying it to something. So how can we make the assessment
more authentic for our students so they can actually see
how it's applicable in real life? >> And just one more point, you just
actually reminded me of something. A colleague the other day was
talking about essays and submission of essays online and the possibility
of people plagiarizing in that context. But what she was saying is it's actually
important to imbue in your students that sort of ethical, moral notion
of why it's not good to cheat. Because you're never going to be
able to stop people cheating, but it's about the deeper understanding of
where that leads and what damage it's actually going to be doing you in
the future, even in terms of reputation. because if you're writing something and
submitting it, people can track that down years later when you're going for a job
and actually check the originality of it. And that has come back to bite people,
so thinking holistically, not just about that point
in time of assessment, but understanding how it works in the long
run and why you shouldn't actually do it. >> Yeah. >> Anyway,
that's a lot of different things there, we probably should keep going.

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جلسات سوال‌ها و پاسخ‌ها

  فصل قبلی
چگونه حضور معلم را در یک محیط آنلاین حفظ می کنید؟
خطرات آموزش آنلاین
به نظر شما عمده چالش های فعلی آموزش آنلاین چیست؟
برای جذب، ایجاد انگیزه و حفظ معلمان چه کار می کنیم؟
معلمان با شروع تدریس دوره های آنلاین چه مقاومتی دارند؟
?Who can help if you are a trailblazer
چگونه با فناوری فعلی وب هم‌گام شویم؟
چگونه ابزارهایی را که بین فناوری open و lms قرارمی‌گیرند طبقه‌بندی می‌کنید؟
?How do you stop being overwhelmed or paralysed by all the options
چگونه در هنگام طراحی یک فعالیت خطرات مرتبط با فناوری را کم کنیم؟
بهبود کیفیت تولید فیلم
?What about the 'not invented here' syndrome
?What tools were used to make this MOOC
?Which platform better allows the use of a MOOC with interactive activities
نگرش‌های مختلف نسبت به یادگیری آنلاین و ترکیبی
مدیریت حق نشر برای دوره‌های آنلاین
برای برنامه‌ریزی یک دوره 10 ماهه آنلاین چقدر زمان لازم است؟
آیا یادگیری ترکیبی همیشه خوب است؟
آیا تفاوتی بین نتایج یادگیری و اهداف یادگیری وجود دارد؟
برای ایجاد کل دوره از ابتدا چه توصیه ای دارید؟
?What moderation techniques are used in the MOOC
?What is a rubric
فکرمی‌کنید چه‌چیزی باید از دوره حذف شود؟
ساختار پیشنهادی شما برای راه‌اندازی دوره‌های آنلاین چیست؟
گزینه‌های جایگزین ضبط فیلم
BYOD Apps and Tools
چگونه کیفیت دوره‌های آنلاین را تضمین می‌کنید؟
ملاحظات نوشتن برای فیلم‌های آموزشی
روش‌های مختلف استفاده از فیلم در دوره‌های آنلاین چیست و کدام‌یک موثرترین هستند؟
مدت زمان ایده‌آل برای پادکست چقدر است؟
آموزش مبتنی بر سناریو چیست؟
آیا ارزیابی ویدیوها نسبت به کار نوشتاری باید دقیق‌تر باشد؟
اطمینان از اصالت با ارزیابی آنلاین
چگونه از صدا برای بازخورد معنی‌دار یا ارزیابی از یادگیری استفاده می‌کنید؟
ساختن یک مقاله، ارزیابی موثر برای فعالیت‌های آنلاین
Peer Review- چه موقع از آن استفاده کنیم و چرا در دوره استفاده می‌شود؟
استراتژی‌های موثر درصورت خرابی فناوری هنگام ارزیابی چیست؟
چه چارچوبی برای تفکر در مورد تمرینات خودارزیابی و ارزیابی هم‌سالان مفید است؟
Boundaries when supporting online discussions
پروژه‌‌های گروهی در محیط یادگیری آنلاین
از چه فناوری برای کنفرانس‌های ویدئویی با دانشجویان استفاده می‌کنید؟
ایجاد ارتباط با دانشجویان
آیا مباحث رفتار دانش‌آموزان را هدایت می‌کند؟
چگونه می‌توانم بهترین استفاده از دانش‌آموزان را در استفاده مناسب از رسانه های اجتماعی داشته باشم؟
چگونه می‌توانید یادگیری را برای زبان‌آموزان با سطح استقلال پایین توسعه دهید؟
چگونه زبان‌آموزان بی‌میل را تشویق می‌کنید؟
ایجاد جامعه در یک دوره آنلاین
بررسی سطح سواد دیجیتال
تدریس خصوصی 1-1 آنلاین
چه نکاتی را به معلمان خصوصی آنلاین یادآور می‌شوید؟
آیا می‌توانید تجزیه و تحلیل دوره آنلاین را توصیه کنید؟
ارزیابی کیفیت با استفاده از استانداردهای ملی یا بین المللی
چگونه از داده‌های یادگیری و آموزش برای انتشار علمی استفاده می‌کنید؟
آیا بعد از راه‌اندازی می‌توان دوره را تغییر داد؟