Assessment is an important part of any lesson. This module describes how to use assessment as a component of a course in ways you may have never thought of before. First the module discusses how to assess learning during assignments and self assessment. Secondly it also explains how to create effective, objective and subjective test questions. Finally it explains under which circumstances to use these assessments.

While an online environment provides you with many benefits (e.g. the ability to interact with students around the world) this also has its drawbacks. For instance, students in a “true” distance learning environment should not be required to come to campus to complete an assignment. While this drawback may seem difficult at first, you will soon realize that with a little creativity, that Blackboard has a multitude of assignments possibilities. The tools available within Blackboard are both used to turn in assignments and to assess student learning, but this does not mean you only have to use quizzes. Consider this website Using Assessment as a Learning Tool and think about how Blackboard may be used to develop instruction assessments. Next, review this PowerPoint presentation on assessment in online learning. Finally, review pages 1-3 in the PDF booklet prepared
for this unit.

Web-based exams may worry some new instructors. But an exam, is an exam, is an exam. What makes a good, online exam is the same thing, that makes a good paper based exam –- good questions.
There is plenty of good material written about developing good quiz questions. So in this section of the unit we are going to direct you to a PDF booklet you used early. As you read through this booklet focus on the following topics:

• types of exam questions (fixed-response and open-ended) (pages 4-7)
• using guidelines identify elements of a question (stem, distractors, feedback) (pages 8-10)
• the types of fixed-response questions, their strengths and limitations. (pages 11-20)
• types of open-ended questions (short answer and essay) their strengths and limitations.
  (pages 21-23)
• writing open-ended questions (pages 23-24)
• factors to consider while selecting type of exam questions (page 25)

Now that you know the strengths and weakness of each of the question types you have some indication of what types of questions to use in your exams. But there is more to this story than meets the eye. What makes a good mix? There is a tool for producing good exams, called exam blueprint. Read over page 26 in PDF booklet to how to create one.

A portfolio is a collection of student work. Electronic portfolios are a tool used in some Blackboard courses. Pages 27-32 26 in the PDF booklet discuss activities for student portfolios, portfolio formats, and types of portfolios.

• Take the question activity/practice quiz (Blackboard access required)
  
• Create an assessment plan for their lesson comprising of exams and assignments and submit via Assignment tool, contact an Instructional designer via email so they can provide you individual feedback.
• Review training on Blackboard assessment methods, then using guidelines in this unit, create a Blackboard exam using of fixed and open ended questions

Multiple-choice questions based on Bloom’s Taxonomy
http://www.utexas.edu/academic/diia/assessment/iar/students/plan/method/exams-mchoice-bloom.php

Fleming, M., Levie, W. H. (1993). Instructional message design: Principles from the behavioral and cognitive sciences. Educational Technology Publications, Englewood cliffs, New Jersey