|
|
|
|
|
|
RESEARCH ARTICLE
Assessment Strategies
for Online Expeditions
http://cops.uwf.edu/itc/itc-research/Online%20Expeditions%20and%20assessmentpn.pdf
The complete title of
my article was Assessment Strategies for Online
Expeditions, written by Karen L. Rasmussen, PhD
The article I reviewed
was about assessment strategies for an online
expedition. Because online expeditions are problem-based it
is very
hard to traditionally assess students. Because the nation
looks to
teachers to show accountability for their teaching, it is
difficult
to alter assessment for online expeditions even though
online
expeditions challenge students higher order thinking skills.
expeditions that are aligned to their state standards.
It is quite difficult
to measure higher order thinking skills. The following
are some ways in which online expeditions can be assessed:
checklists, narratives, and rubrics. These possible
assessments
align with their state standards. I really liked the
expeditions
that were chosen by
online expeditions can have when teaching higher order
thinking skills.
While students are involved with an online expedition they use
Bloom's Taxonomy, specifically analysis, synthesis, and
evaluation.
As I said earlier these are very difficult to access.
Although the
article suggests Florida has created an alternative
assessment, they
have not shown any examples of a rubric, a checklist, or a
narrative. They did however give a table with alternative
assessment indicators. The assessment strategies include
authentic,
performance, and a portfolio. The indicators are listed next
to the
appropriate strategy.
that teachers are allowed to use with their class. The
assessment
alternative indicators are for those specific expeditions.
The
article does not suggest if the teacher can choose other
online
expeditions.