The #Blendkit2016 infrastructure and planning provides a strong base from which to develop the course. The next focus point is assessment, though I personally believe that the assessment should be considered before you even start to design the course. In fact, how the various types of discussion, assessments and assignments you intend to employ, accurately measures the learning outcomes students are striving for.
Online assessment is a significant efficiency, however designing effective quizzes and questions is a highly-skilled and labour intensive task. The options available are extensive and part of the skills is selecting the more accurate assessment mode. That is, before we even discuss effective question stems, answers / distractors, a multitude of question types, time settings, conditions, quiz settings and feedback modes. How grades are calculated and presented? Then there is textual responses, rubrics and banding (quite popular in the new GCSE’s) and a myriad of other genuine contributions that reveal understanding and knowledge that can be assessed. The linked document “Effective Assessment Examples” offering dozens more assessment links to browse.
As I recall, the reading did not explore assessment during f2f sessions – maybe f2f time is considered too valuable?
Lastly, there is a need to consider how the information within the assessment can inform and plan future learning.
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