Assess to Impress: Homework, Quizzes, and Personal Attention

Learning assessment is an essential ingredient of education in any form.  Teachers can gauge the progress of their students and identify topics and skills needing more review. Students also learn from the process by challenging themselves and determining their strengths and weaknesses. Assessment can come in several forms, all of which are easily transferable to online venues.

Online Teaching, Assessment

Assess to Impress:Homework, Quizzes, and Personal Attention

Homework is the most common form of assessment, and to maximize the benefit for your students, it is a good idea to put in some work of your own. First, communicate the goals or basic objectives for the homework, so students can see the bigger picture and understand the relevance of the work they are doing. Second, encourage students to pose questions to the class bulletin board rather than sending them to your personal email. In this way, other students, which may have similar questions, can see your responses and join in the discussion.

Once you’ve collected some of these questions and your responses to them, put them together in a single Q&A document and include it for reference with the homework assignment in future classes. Speaking of reference, include links in the homework for students to find further background information and/or illustrative examples of how students have responded to similar homework tasks.

Quizzes are another great form of assessment, and Rukuku plans to introduce a special quiz building feature to its Composer service in coming weeks. For online classes, teachers can take advantage of technology to randomize questions. This will reduce chances of students improperly working together but more importantly, it will allow teachers to offer multiple tests to a single student covering the same material. Students can solidify their understanding in this way and prepare for final tests.

Finally, personal interaction is a great form of assessment. Good old fashioned question and answer sessions help teachers determine how well students understand the class material. At Rukuku, we’ve made a point of emphasizing small, private, online classes, or SPOCs. With smaller class sizes, teachers can build a personal relationship with each student and hopefully get a sense during class time of his or her level of understanding. If a particular student is struggling, consider a private chat, where you can work with him or her on the material. Personal attention goes a long way.

Rank and File: Education Reform and College Ranking

In our most recent posts, we looked at Obama’s proposed higher education reform and its provisions for limiting student loan payments and in some cases forgiving debts. Those policies are relatively straight forward, despite a few challenges we highlighted.

College ranking, obama higher education reform

Obama’s Educational Reform Ties Federal Funds to College Ranking

The most central and more complicated part of Obama’s education plan relates to its college ranking system. For this, the Department of Education will rank universities and colleges based on several factors including graduation rate, loan default rate, average debt loads, and graduate employment rates.

Eventually, these rankings will influence the awarding of federal money for student tuition. In other words, schools that offer better deals for students will get more investment from the federal government.

It sounds reasonable enough for an investor to evaluate the potential returns. In this case, that investor is the federal government, on the one hand, and the incoming student, on the other. In both cases, knowing more about these rates should be important. This reform will make that information widely available, something that is not the case currently, as we’ve discussed in previous posts.

The more challenging part of the ranking process will be determining the proper weight of each element of the criteria without making them vulnerable to manipulation or disadvantaging schools that may be doing good things that are tougher to quantify. For example, low income students, even those with high test scores, are less likely to complete college.

Check out this graphic below, taken from this excellent 2012 blog post by Elise Gould, of the Economic Policy Institute: http://www.epi.org/blog/college-graduation-scores-income-levels/

College Completion by Income Group

College Completion by Income Group

Colleges then will have to weigh the advantages given in the ranking to assisting low-income students against the disadvantages of a possible decrease in the graduation rate. That could discourage universities from recruiting lower income students or really any students with higher risks of dropping out.

This doesn’t have to be the case, but the Department of Education must be careful when it evaluates and assigns values to the various pieces of the magical equation that will determine rankings.

That being said, the most influential aspect of this plan, at least early on, will likely be its emphasis on transparency. It is important to have this information easily available and just as important that colleges are aware that it is easily available. That will give them incentive to improve in these categories.

Taking the next step, though, and using that information to come up with a specific rank for each school could result in some unintended consequences, especially when tied directly to funding. Schools will have strong incentives to massage their numbers, and the Department of Education must be very careful to minimize the possibilities for them to do so.

 

Georgia Tech experiments with Master’s and MOOCs

Georgia Tech announced last week that the school would offer a $6,600, accredited, MOOC-based Master’s program in Computer Science. Thus far, massive open online courses (MOOCs) have failed to shake up the traditional educational model. This program, offering real credit from a respected US university, will be an interesting one to watch.

http://www.nytimes.com/2013/08/18/education/masters-degree-is-new-frontier-of-study-online.html?pagewanted=1&_r=0

 

 

Hey, course authors!

In late December 2012 and early January, 2013, we invited a select group of first users to give Rukuku a try! If you signed up for our launch before, and did not get an invite this time, please do not worry – we remember everyone and will send more invites in the upcoming weeks and months.

The wonderful individuals who are now helping us with debugging and generally tolerating the “work-in-progress” look and feel of the site are authoring courses, creating and collecting content, and uploading material for the first courses available on Rukuku.

If you have a particular course in mind that you would like to move to Rukuku, contact us at listentome@rukuku.com

While we will welcome most course ideas, we are especially interested in course authors whose content could appeal to junior high and high school students.