learning upside down:
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Learning Upside Down:. Mark Burris Director of Scholarly Technology and Resources ( STaR ) Using CE6 Assessments and Grading Form Tools. Common Online Course Design. Reading assignment(s) Discussion assignment(s) Module/Unit exam. Common Online Course Design. - PowerPoint PPT PresentationTRANSCRIPT
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Mark BurrisDirector of Scholarly Technology and Resources (STaR)
Using CE6 Assessments and Grading Form Tools
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Reading assignment(s)
Discussion assignment(s)
Module/Unit exam
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Discussion assignment (formative) Low points Participation
Module/Unit exam (summative) High points One attempt
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Problem: High point exams inadvertently emphasized
lower end of Bloom’s taxonomy at module conclusion
Summative exam failed to promote mastery of terms and concepts early in the learning process
Summative exam failed to scaffold higher order learning processes
Discussion postings did not demonstrate the desired learning outcome
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Solution: Invert the processModule/Unit exam (formative)
Low points Multiple (unlimited) attempts Large database
Discussion assignment (summative) High points Detailed grading rubric
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Exam and Reading Assignments (formative) Low points on lower end of Bloom’s taxonomy
establishes proper learning emphasis Large database reduces memorization effects Exam reinforces reading; reading reinforces exam Multiple (unlimited) attempts promotes mastery
learning outcomes Multiple (unlimited) attempts scaffolds higher
order learning exercises (discussions)
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Discussion assignment (summative) High points on higher end of Bloom’s taxonomy
establishes proper learning emphasis Detailed grading rubric communicates high
expectations and scaffolds quality discussions Students learn to use terms and concepts
correctly in meaningful academic conversations Collaborative learning results from applying
concepts to real-world problems/experiences
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Student response: Poor first assignment outcomes Vocal outcry against rubric and instructor Kuebler-Ross Grief Stages: denial, anger,
bargaining, depression, and acceptance Better second assignment outcomes Better yet subsequent assignment
outcomes Meaningful academic conversations Expressed enjoyment of the learning
process
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Problem: Student expectations must be
reformulated Multiple attempts on exams requires
large question database and thoughtful settings
Discussions are not easy to grade! That’s a lot of discussion grading! That’s a lot of discussion grading!!!!!
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Solution: Bb’s Grading Form Tool Customizable Learning Rubric(s) Available to students on each assignment
prior to submission Provides standard and customized
feedback Easy to grade and automatically updates
to the Bb Grade Book tool Feedback available to students as a
button on their MyGrades tool
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Recommendation: Open two windows, one for your course and one for a file containing commonly used feedback comments.
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Bb’s Grading Form tool benefits: Ease of grading encourages instructors to use
more discussions and collaborative learning Rubrics scaffold student learning process
throughout the learning exercise Student feedback communicates high
expectations and customized instructions Courses are easily redesigned to promote
interaction between low and higher order learning
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Questions?
Contact Information:Mark BurrisDirector of Scholarly Technology and
Resources (STaR)University of Arkansas at Little [email protected]