Blended Learning

3. What is required of them and when;
4. How the assessment task should be ‘submitted’;
5. How their work will be assessed (i.e., provide a clear set of criteria and standards, or a rubric);
6. When feedback and marks will be provided.
For more information and resources on developing assessment rubrics, visit:
Tips on designing assessment rubrics:
http://hitchhikers.midsolutions.org/course_design/assessment_evaluation/rubics.php
Example rubrics for wide range of assessment tasks:
http://course1.winona.edu/shatfield/air/rubrics.htm
Rubrics for online discussions:
http://www.nau.edu/d-elearn/support/tutorials/discrubrics/discrubric.php
Rubric for assessing wikis:
http://hitchhikers.midsolutions.org/course_design/blackboard/wikis/wikiRubrics.php
Section 2.2
Designing and developing
‣ ¾ Provide sufficient opportunities for students to “practice” using the technology in order to gain the
skills required for them to use the technology effectively for the purposes of the assessment task. Unless
it is part of the assessment, avoid technical glitches and lack of appropriate skills impacting on the
quality of students’ work.
оо
For example, if a learning activity is to be assessed then allow students to experience an
introductory or formative exercise first in order to try it out and gain the required skills.
‣ ¾ When the assessment task involves group collaboration, consider what it is you will assess (the
outcomes/product or the group process, or both) and be clear about this in your communication with
students.
оо
If working as a group is important to the successful outcomes of an assessment task, then consider
providing in advance some guidance on working as a group (see previous section “Supporting
students working in groups” for more information)
Peer and self assessment
Designing assessment tasks to include peer and/or self assessment has many advantages. From a staff
workload perspective, it can reduce marking and provide feedback to individual students beyond what might
ordinarily be possible with large classes.
However, it can have a much greater impact on student learning. It can foster higher-order thinking skills as
students are required to consider criteria and standards and evaluate work against these, and can help to
develop other generic skills such as communication, lifelong learning, and autonomy. It can also help to make
assessment more authentic (depending on the nature of the task), and can motivate students as they have an
“audience” for their work beyond the teacher.
Self and peer assessment can help to develop a sense of community amongst students, and forge a culture of
collaborative learning. Students naturally compare their work with others; peer assessment processes can
Section 2.2 Designing and Developing
39