Classroom Assessment Techniques for the Asynchronous Online Classroom PROCEEDINGS
Adrienne Gauthier, University of Arizona Steward Observatory, United States ; John Graves, Montana State University, United States ; Timothy Slater, University of Arizona Steward Observatory, United States
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Phoenix, Arizona, USA ISBN 978-1-880094-50-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
By definition, asynchronous online learning environments lack the rapid visual and verbal feedback loop that is natural to a physical classroom. Through this project we have endeavored to make "on the spot" assessments transferable to online classrooms. We have found that instruction can be reconfigured to successfully implement the conventional classroom assessment techniques (CATs). We present the importance of feedback loops in online classes and describe instructional and assessment strategies for online CATs. A small sample of online CATs were designed, implemented, and evaluated in an advanced astronomy online professional development course for K-12 teachers. The teacher-students represented an extremely meta-cognitive group of learners who offered insightful feedback on the effect of the CATs employed on their learning. Detailed implementation strategies as well as newly designed online CATs will be presented at this poster session.
Gauthier, A., Graves, J. & Slater, T. (2003). Classroom Assessment Techniques for the Asynchronous Online Classroom. In A. Rossett (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (pp. 976-977). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2003 AACE