Unit Blog Responses: 5 pts. per unit = 20%   

Students will create individual blogs within WordPress that will house their work for the semester. These spaces will be linked through the course site and will be available to multiple publics. Each student will create a blog post of approx. 200-400 words for each of the nine course units. Additional images, videos, and links can be included. In each post students should move beyond summary to analyze and provide commentary on the reading and course materials.

Due on the final date of each unit

Assessment and/or Technology Timeline = 20%        

After reading several histories for classes, students will select a particular area of interest related to assessment and/or technologies and develop a timeline that narrates a particular progression. The timeline can be static or mobile; interactive or presentational; layered or flat; written, visual, and/or audio, etc. Relationships between items should be represented so the visual element becomes part of the meaning-making process for readers/viewers/listeners. The timeline can cover any number of selected topics, though it should have some focus or logic to it, and it can cover whatever timeframe the student(s) choose. This project can be completed individually or collaboratively in groups of no more than 3.

Due Sept. 24th

Validity Analysis of an Existing Assessment Model = 20%

After reading (about) several existing assessment models, students will choose an existing model we have not discussed in class and analyze its relative validity in the current way it is being used to make educational decisions. The analysis should be no longer than 750 words and can include suggestions to improve the model or the use of the assessment. This project can be completed individually or collaboratively in groups of no more than 3.

Due Oct. 31st

Original Assessment Design = 20%

Each student will choose a specific educational context and develop an assessment design, which should include relevant background information, plans for collecting and analyzing the data, any apparatuses necessary for the process, and a structure to report out the assessment results. The projects can include assessments at the classroom, course, program, institution, district, state, or even national level.

Due Nov. 21st

Theory/Practice ePortfolio = 20%

The final project for this class will be an individual ePortfolio that shows the relationship between theories and practices we will study and process this semester. Each student should have the following:

  • Overarching theory of assessment
  • Theory of response and grading
  • Real (with permissions) or mock examples of student projects with response and/or grading with rationale/annotations
  • Theory of program assessment
  • Real (with permissions) or mock example(s) of program assessment documents with rationale/annotations

More artifacts may be included in the portfolio and can draw on work from in or out of the class.

Due Dec. 5th


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