Effective online assessment for interpretive, interpersonal and presentational modes in a blended course
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Citation (published version)Svitlana Malykhina. 2018. "Effective online assessment for interpretive, interpersonal and presentational modes in a blended course." 2d Annual Pedagogy Symposium
Title: Effective online assessment for interpretive, interpersonal and presentational modes in a blended course. Author: Svitlana Malykhina, Boston University Abstract: Views on assessment are confused and even frightening. Many have been led to believe that assessment is all about test scores rather than teaching and learning. This paper presents an overview of the findings in current research (Clementi & Terrill, 2013) focusing on how to improve the quality of assessment by reducing testing. This presentation will discuss a model of blended-based curriculum for two semester-long Beginning Russian at BU; and address implementing strategies for making assessment more supportive of learning, including balancing accuracy-based and effort-based grading. I will start with highlighting the biggest change for students in transitioning from a traditional faceto-face to a blended modality; then proceed to the specifics of Integrated Performance Assessment (IPA). While IPA has become an accepted practice as it emphasizes a student centered teaching approach this type of assessment suggests that it can be accomplished most profitably in a structured situations in which the instructor controls maximally and speaks minimally; and the primary goal is to lead the student to speak, to do. IPA is not only designed to enhance learning and give a well-rounded picture of how students are doing, but it also helps instructors make teaching relevant to students by establishing connections to life outside the classroom and by addressing real world issues. I will demonstrate multiple examples of performance assessment in the three modes of communication and the assessment tools such as playlists of remedial exercises or Real World Choice Homework that foster an individualized, differentiated learning experience and empower students to take ownership for their own learning within a curriculum I provide.