Assessment and Evaluation
Artifact One: Assessing Team-Based Learning
Description: In this assignment from IT 566, I designed instruction for one session of the synchronous graduate course. I designed synchronous and asynchronous learning activities about Team-Based Learning. I also included assessment for the learners through discussion board posts, breakout group discussions, and full class discussions.
Rationale for Inclusion: In this design, I emphasized collaborative learning and learner-learner interaction. Assessments for the instruction were informal and team based. The artifact aligns with AECT standards by conveying my skill in creating asynchronous and synchronous learning activities for a graduate-level course.
AECT Standards:
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Standard 2- Content Pedagogy
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Standard 3- Learning Environments
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Standard 4- Professional Knowledge and Skills
Artifact Two: Evaluation Plan
Description: In EdPy 533, I developed this program evaluation plan. The program I chose to evaluate was the Instructional Design master's program in which I am enrolled. Since this was a proposal and would not be implemented by me, there was no ethical conflict. The plan employs a bifurcated approach to evaluating the master's program.
Rationale for Inclusion: This was the capstone project for the Program Evaluation course. I had no prior experience with the concept of program planning versus instructional design. Through the coursework, I gained knowledge about program planning and program evaluation. The plan is based on solid evaluation principles and addresses a complex evaluation problem. The artifact aligns with AECT standards by demonstrating my commitment to evaluation and iterative design for stronger learning outcomes.
AECT Standards:
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Standard 1 - Content Knowledge
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Standard 2- Content Pedagogy
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Standard 3- Learning Environments
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Standard 4- Professional Knowledge and Skills
Artifact Three: Assessment Plan for Creepy Crawlies Course
Description: This assessment plan is for a proposed Massive Open Online Course (MOOC) about "Creepy Crawlies." I collaborated with peers in IT 566 to develop an innovative assessment approach for the MOOC learning environment.
Rationale for Inclusion: While the course was designed with learner-learner interaction through discussion boards, the course was non-credit and there was a possible motivation issue for completing assessments. My team approached this problem through short, active assessments that mimicked social media. The familiarity of the authentic tasks focus would increase engagement and prompt feedback would occur primarily through learner-learner interaction. The artifact aligns with AECT standards by conveying my commitment to iterative design using assessments to continually improve.
AECT Standards:
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Standard 2- Content Pedagogy
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Standard 3- Learning Environments
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Standard 4- Professional Knowledge and Skills
Collaboration Acknowledgement: The Creepy Crawlies Assessment Plan was created in collaboration with Michael Anderson and Jason Siburt.