Transcription of Classroom Assessment Techniques: A Conceptual Model for ...
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Classroom Assessment Techniques: A Conceptual Model for ...
GRAND CANYON UNIVERSIT YBergquist & Holbeck 3In higher education, two main types of assess-ments have emerged, formative assessments and summative assessments. While both of these types of Assessment are vital to instructional strategies and the measurement of learning outcomes, forma-tive Assessment serves as the basis of the following theoretical Model . Formative assessments and feed-back are used in traditional and online classrooms to manage learning processes and to inform instruction and decision making (Nicol & Macfarlane-Dick, 2006). Boston (2002) defined formative assessments as opportunities to assess how students are learn-ing and then use this information to make beneficial changes in instruction (para. 1). Traditionally, on-line courses have been designed with only summa-tive assessments in place, such as graded discussion questions, participation, weekly assignments, quiz-zes, and exams.
tual model will be introduced that will help online instructors use this type of formative assessment in the online classroom. Figure 1 below depicts the proposed conceptual model of Classroom Assess-ment Techniques for the online classroom. Figure 1: Conceptual model of Classroom Assessment Techniques for the online classroom. 1) Identify learning
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