Blended and Online Assessment Taxonomy Infographic

Blended and Online Assessment Taxonomy Infographic

The first part of an assessment design is the most obvious; the student performance, or more simply referred to as the activity. This requires a student to show the teacher what they know or can do. The second part assessment design is often assumed or omitted; however, this part of the assessment is critical to optimizing alignment to the objectives, and provides valuable support towards student success. This critical component is the grading plan or better named the feedback criteria. As a teacher, we need to effectively communicate to our learners both a description of how they will perform an assessment activity as well as a description of how we will judge the quality of their performance. Are you planning and communicating your feedback criteria? The Blended and Online Assessment Taxonomy Infographic presents types of activities that suit various levels of assessment as well as grading and feedback criteria which will help you plan better assessments.

Blended and Online Assessment Taxonomy

1. Remember – Focus in Memorization and Recall

Possible assessment activities:

  • Multiple choice
  • Fill in the blank
  • Matching
  • Timed recall
  • Recitation
  • Note-taking

Grading and feedback criteria:

  • Answer key
  • Complete/incomplete review
  • Tally for errors

2. Understand – Focus on Conceptual Understanding

Possible assessment activities:

  • Open-ended questions
  • Model of concept
  • Standard math problems
  • Discussion with prompts
  • Grading and feedback criteria:
  • Checklist
  • Answer key
  • List of acceptable answers

3. Apply – Focus on Process Application

Possible assessment activities:

  • Emotions and word problems
  • Repeat experiment
  • Recreate known work
  • Discussion with prompts

Grading and feedback criteria:

  • Process checklist
  • Product checklist
  • List of acceptable answers
  • Rubric

4. Analyze – Focus on Analyzing Data

Possible assessment activities:

  • Concept Map
  • Venn diagram
  • Classification journal
  • Discussion with prompts

Grading and feedback criteria:

  • List of acceptable answers
  • List of unacceptable answers
  • Rubric

5. Evaluate – Focus on Rationalization

Possible assessment activities:

  • Critique and rationalization
  • Selection and rationalization
  • Discussion with prompts

Grading and feedback criteria:

  • Checklist
  • Teacher rubric
  • Peer Evaluation Rubric

6. Create – Focus on original content creation

Possible assessment activities:

  • Personalized portfolio
  • Original solution
  • Original design
  • Original concept
  • Original process

Grading and feedback criteria:

  • Checklist
  • Teacher rubric
  • Peer evaluation rubric

http://www.fulltiltahead.com/edtech/blended-online-assessment-taxonomy-design-infographic/

The Mobile Learning Landscape 2015 Infographic

The Mobile Learning Landscape 2015 Infographic

Widespread adoption of smartphones and tablets has fuelled extensive interest among learning professionals about the use of mobile devices for training delivery. What is the state of mobile learning in 2015? Is growth underway? Are obstacles being surmounted only to give way to new stumbling blocks? Or is mobile learning accruing the sort of success stories learning professionals have hoped to see?

To explore those questions and other elements of mobile learning, ATD and i4cp sought insights from learning leaders and professionals worldwide in The Mobile Landscape 2015: Building Toward Anytime, Anywhere Learning. Their views, experiences, and strategies offer valuable guidance and examples for those just beginning the mobile learning journey.

ATD and i4cp found that 34 percent of organizations have mobile learning programs. Even among organizations not actively leveraging mobile learning, interest in its potential has—and does—run high. The numbers of learning professionals with mobile programs in development or under serious consideration have consistently matched figures for those in use.

http://elearninginfographics.com/mobile-learning-landscape-2015-infographic/#at_pco=smlrebh-1.0&at_si=556ab199ba8002f6&at_ab=per-2&at_pos=3&at_tot=4

WHAT Are THE Skills Needed From Students In The Future!?

EDU: Digital CitiZENship, CyberSecurity, eSkills, Modern EDU by Gust MEES

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LOGO-Gust MEES-2015-Professional-Development-My Way

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WHAT Are THE Skills Needed From Students In The Future!? OR, WHAT Are THE Jobs Look Like In The Future!?

That are actually questions which I get asked very often from people and where I could ask ONLY the first one! WHAT Are THE Skills Needed From Students In The Future!? Well, there is one well renown person WHO explains it BEST in my opinion, and that is Howard GARDNER. Please check the picture below to understand.

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Synthesizing Mind-5 Minds for the future

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When YOU have a closer look than YOU will realize that the <===> Synthesizing Mind <===> is THE major skill needed! I use it since ages in my courses and with a big success! Actually ALL my blogs and blog posts are based on it.

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what-skills-will-you-need-to-succeed-in-the-future_5061e259a60b6_w587 Click the above image,please, to access the article.

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HOW Can WE Create OUR Courses Based On The Synthesizing Mind!?

Please check…

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