Using Web forms for online assessment
2001; Volume: 35; Issue: 2 Linguagem: Inglês
ISSN
0730-8639
Autores Tópico(s)Online and Blended Learning
Resumo1. INTRODUCTION Assessment is the feedback loop of education. As the system of thermostat, furnace, and radiators can heat a house, so a similar assessment system of planning, instruction, and evaluation can help faculty develop and provide effective instructional programs. Lynn Arthur Steen, St. Olaf College [2] The World Wide Web is an excellent tool for disseminating course materials. However, it can also be used very effectively to implement assessment techniques. Both summative and formative assessments possible. The purpose of the former is to evaluate students' progress, while the latter is used primarily to provide feedback to students that will help them learn. This paper discusses various types of assessments that can be implemented using web forms. There many advantages to doing assessment online: * It saves classroom time since it is done outside of class. * Online assessment can be done more frequently than traditional in-class assessment. * When the instructor asks are there any in class, the same students answer the questions each time. When all involved the instructor gets a sense of how the entire class is progressing. * Online assessment encourages students to keep up with the material. * The instructor can use the assessment results to revisit concepts in class that need clarification. * The computer scores the assignments and gives students immediate feedback which they can use to guide their studies and to better prepare themselves for the regular exams. * Finally, since the assessment data is submitted electronically, it is generally easy for the instructor to collect the data to a spreadsheet for record keeping or for further analysis. This facilitates the instructor's ability to obtain an accurate picture of students' progress and so adapt the pace and level of the course accordingly. 2. USING ONLINE ASSESSMENT IN A LINEAR ALGEBRA COURSE When teaching an undergraduate course in Linear Algebra found that students needed and wanted more feedback on their progress than they received from traditional exams. In-class quizzes took too much class time, so considered possible ways of having students take quizzes outside of class, and tried online quizzes. count the quizzes only 5 % of the student's grade to minimize the temptation to cheat, and have found that students value the guidance they provided by attempting the quizzes honestly. Figure 1 shows a page from a typical quiz that consists of 10 multiple-choice questions. A quiz is placed online about once every two weeks, and students have one to two days in which to take it. Student can take the quiz at any computer connected to the campus network. The student logs on, enters his/her name, social security number, and e-mail address, and answers each question on the quiz. A submit button completes the process, provides the student with the score, and e-mails the results to the instructor. When all quizzes submitted, post an answer key that contains complete solutions to each question. can very quickly analyze the results in a spreadsheet and identify questions that need further clarification or discussion in the next class period. used online quizzes in my Linear Algebra class both semesters of the 1999/2000 school year, and will be using them again in the Fall 2000 semester. am very pleased with the results so far. Students less likely to let themselves fall behind, they receive valuable information to help them study more effectively, and obtain a picture of how the class is doing which helps me in the day-to-day planning of the course. Student response to this kind of assessment has been very positive. Here is a sampling of comments that have received: I liked the on-line quizzes because then could gauge my knowledge so far and pick up on what was important. …
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