This article is written by Barbara F. Cherem. In this article she explores the use of formative—process driven—online assessments and argues that, done correctly, these assessments can improve student learning outcomes for any teacher who uses an online course management system (CMS). Although the methods of, and implications for, the use of formative assessments as described here are applicable to all teachers, this article describes their use with teacher education candidates in a special education graduate program. Using assessments for learning, rather than assessments strictly of learning, is particularly helpful when one considers today’s rapid-paced and frequently reduced face-to-face classroom time. Such assessments also help reduce performance-inhibiting anxieties of certain overly anxious adult professionals who return to the classroom with a professional identity at some risk. Such lower-stakes formative assessments establish a more comfortable learning environment and increase students’ potential for success on the summative final exam. Not only can the application of assessments in this manner be extremely beneficial in any subject, but it is also valuable for gauging and accelerating the learning of any level or type of student.
Read the complete article here.
Read the complete article here.