ELI's Mission

The mission of the Extended Learning Institute is to design and implement for distant learners excellent and innovative instruction and delivery systems including formats that combine distance education and classroom instruction, independent study, or individualized learning.

Updated March 5, 1996

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ASSESSMENT FOR WEB-BASED COURSES

There are two types of evaluation that are relevant to web-based course assessment. The first (formative) is ongoing throughout the course. The second (summative) occurs at the end of the course. Both are used to determine the effectiveness of the course or of any activities using the web.

A good reference for assessment is the American Association of Higher Education (AAHE) Assessment Forum. Its Nine Principles of Good Practice for Assessing Student Learning is available on the web at http://www.aahe.org/assessment/principl.htm

Formative Assessment

Ongoing assessment "requires attention to outcomes, but also and equally to the experiences that lead to those outcomes. (Assessment in Practice, p.23) Are the intended outcomes clear? Which students learn best under what conditions? How much effort does it take students to achieve the intended outcomes? And in the case of web-based activities, are the navigational directions and tools easy to use and follow or are they a barrier to student learning?

"Assessments are almost never graded and are almost always anonymous. Their aim is to provide faculty with information on what, how much, and how well students are learning." (Classroom Assessment Techniques, p.3) One type of ongoing assessment for the web is the "1-minute paper." This is generally one focused question concerning any number of topics. For example you might ask, "What is the most important thing you learned from this activity?" Students respond to the question, and the instructor can tell from the responses what is or isn’t working. Another example is asking for a one-sentence summary of a specific topic or activity. Misconceptions are easily determined. Providing additional information can then clarify the topic. One clear advantage of ongoing assessment for web-based courses is the ease with which changes can be made when something isn’t working.

Two books that have many examples are:

1) Assessment in Practice by Banta, Lund, Black, and Oblander, Jossey-Bass, San Francisco, 1996.

2) Classroom Assessment Techniques by Angelo and Cross, Jossey-Bass, San Francisco, 1993.

Summative Assessment

Information about student results and student satisfaction can also be used for assessment. It is often collected at the end of the course. For example:

A student course evaluation, such as the one completed by ELI students, is completed either at the time of the final exam or on-line near the end of the course. This survey can provide a wealth of information about a variety of topics. You might want to know what students think of the effectiveness of the textbook, or if there is a sufficient amount of collaboration with other students. The information gathered will, however, be from those who successfully finish the course. Those who do not finish the course also need to be polled in another format, often by phone or mail.

A grade distribution for each semester provides information concerning not only how many students received successful grades of A- D, but also those who were not successful with F and Ws. A comparison of web-based student performance with classroom student performance is another type of assessment.

Assessment of both types helps faculty use the information gathered to "refocus their teaching to help students make their learning more efficient and more effective." (Classroom Assessment Techniques, p3.)

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Procedures for Campus Instructors to Offer World Wide Web Courses To Students Across Service Area Boundaries

I. Web Course Information and Approval (Form included)

The Extended Learning Institute is responsible to the College to provide delivery of all web-based courses across sevice area boundaries.  If you wish to offer a web-course for students outside of service area boundaries of your campus, your Division Chair must submit a signed Web Course Information and Approval form to the Extended Learning Institute (fax: 323-3392), indicating Division approval to offer the course.  For information contact the Director of ELI: 323-3379; e-mail: nvsassm@nv.cc.va.us). ELI will ensure that the course is listed in the Schedule of Classes. Confirmation of schedule entry will be sent to your Division Chair.

Technical Support: You must ensure that your students have adequate technical support for your Web course. Please include the telephone number of the person on your campus for students to contact should they have technical problems.

Room Arrangements: If you plan to have any face-to-face meetings, your Division must schedule the rooms. The room number, dates, and times must be included on the Web Course Information and Approval form and the information included in an accompanying class description.

Section Numbers: Each campus will designate a section number for your Web course. Please record the section number which your Campus assigns your course on the Web Course Information and Approval form and the Textbook Order form. ELI will arrange for the remaining campuses to designate numbers and input section numbers for your Web course on the College computer system. This will ensure that your Web classes appear in the Schedule of Classes for each campus. You must arrange to have your division enter the course for your campus and code it as a distance learning section.

Teaching Workload: Your Division Chair will assign you the number of credit hours you will receive for your work. Please include this number on the Web Course Information and Approval form.

Descriptive Message: Please write a brief descriptive message to be included in the Schedule of Classes. The message should explain how the student is to get started in the Web class and include the dates and location of any required campus class meetings. Examples of descriptions are:

"This course requires access to the World Wide Web. Directions to the Web site and password to the class will be given to you on the first day of class. The class will meet ___times during the term. Class meetings are in room___ of the ___campus on ___ (day and month). For questions, telephone______ or e-mail___."

or

"This course requires access to the World Wide Web. Directions to the Web site and password to the class will be mailed to you by the instructor once you are enrolled. For information, telephone______ (instructor’s office phone) or e-mail_______(instructor’s e-mail.)"

Due Dates: The Web Course Information and Approval form is due at ELI on the following dates: September 1 for Spring; February 1 for Summer; April 1 for Fall.

Schedule Changes: For any changes in schedule information, your Division must submit updated forms to the Extended Learning Institute prior to the published College deadlines for schedule entry and faculty workload entry. Your Division Chair must notify ELI when sections should be closed due to too large or too small enrollment, or canceled. Your Division is responsible for calling all enrolled students from all campuses in the event of cancellation.

II. Ordering Books (Form included)

To have books available for students at campus book stores on other campuses, by mail and telephone order, please submit Textbook Order forms to the Extended Learning Institute (fax: 323-3392). For information, 323-3371; e-mail: jdattilo@nvcc.edu.

Information: Book order information must include: your name, home campus, email address, and telephone number,course prefix, number, name of course, the campus section number for your course, and the suggested quantity for each campus. For each book, please include: title, author, ISBN, edition, year, publisher’s name, address and/or telephone number, whether the book is required or optional, the preferred choice if both hardback and paperback are available, and any other special ordering information. Please submit a separate form for each book.

Due Dates: Book orders are due at ELI on the following dates: October 1 for Winter Intersession and Spring, February 1 for Summer, April 15 for Fall.

III. Exams and Testing (Sample Pass included)

All Web classes must have several proctored exams or assessed activities. Exams may be proctored in the testing labs of the various campuses, or you may arrange for a special proctor to accommodate student needs.

Exam Passes: In order for your students to take their exams at the testing labs of the NVCC campuses, you must include exam passes for all exams in the student materials - either in a printed syllabus or in course materials posted on the Web. Exam passes enable Testing Labs to give students the correct exams. Students should have a separate pass for each test or exam they will take at the testing lab. (See sample lab pass.) The pass should include the name of the instructor, the course number, the semester, and the name of the exam (such as Exam 1, Exam 2, Final Exam).

Photo ID: Instruct students to bring the exam pass and a photo I.D. to the Testing Lab. Testing Lab staff will check the photo I.D. to verify the identity of the student and will check the exam pass to ensure that they are giving out the correct exam. The staff will confirm on the mainframe that the student is enrolled in your course. Indicate if you wish staff personnel to further check the name against a class roster on the Web and give clear directions for doing so.

Exam Copies: Each lab must have enough copies to accommodate several students at one time. Please provide three exams if students do not write on the exam and it can be used repeatedly. Please provide five copies of each exam if students must write on the exam. Labs have limited storage space so be prepared to send more copies upon request. Please give the labs clear information on how to reach you to request additional copies. Please provide your name, e-mail, telephone number, and address. Please give the labs the dates when the exams should be pulled and no longer be used. Also provide special scantron forms, if needed, and any handouts or other materials, such as tables or charts, needed for successful completion of the exams.

Cover Sheet: Include basic course information on the cover sheet; the information should match the student’s exam pass. (See sample cover sheets.) The cover sheet must contain the course name and number, the name of the exam and semester in which the exam is to be taken, the name of the instructor, and directions for taking the exam. Please include instructions to the student about whether to write on the exam or on blank paper provided by the lab; approximate time limit; whether pen or pencil should be used; whether or not use of word processor for essay exams is permitted; which materials are permitted or not (e.g., calculator, notes, books); and whether the exam is graded by machine or by instructor. Please also include the final date by which exams should be taken and after which the exam may not be used.

Proctor Instructions: Provide instructions to the proctor on the cover sheet. (See the sample cover sheets.) Be sure to state what the proctor is to provide and what materials, if any, the student may use. Include complete information for returning the exam to you, including your name, Division, and campus, and telephone number in case of questions. The labs will send exams to you via intercampus mail upon completion of each exam.

Answer Key: Include answer key, if applicable.

Off-campus Proctoring Rules: To ensure that the student is entitled to an exam proctor and that the proctor is an acceptable professional, we recommend that all syllabi contain the following description of the rules for securing an exam proctor:

"You may take your examinations at any of the testing laboratories of the NVCC campuses. If you cannot travel to NVCC, you will need a proctor for your examinations. A proctor may be a staff member at a college or university testing center convenient to you. Requests for proctored exams and proctors must be approved by your instructor, who may reject requests for proctors for any reason. To have a proctor approved, write to your instructor as soon as possible so your exams will not be delayed. Please use the Proctor Request form for your request."

Proctor Request Form (sample included): Include in your syllabus a proctor request form which students fill out and return to you. Instruct the students to attach the exam pass so that you may send the correct exams to the proctor after approval. (You may wish to copy this pass on the reverse side of the Proctor Request Form.)

Proctor Authenticity: When you receive a proctor request, you or someone in authority must determine the authenticity of the proctor. To determine authenticity, check that letterhead stationery is used. You may wish to call or write to verify the identity and professional position of the proctor.

IV. Evaluation of Web-based Courses

All Web courses must be evaluated by students at the end of the term. An evaluation form should be included with the final exam for students to fill out at the testing labs. If a class meeting is scheduled at the end of the term, students may complete the evaluation form at that time. Completed evaluations should be returned to the Division for review. In addition to evaluation questions asked of students in the classroom, evaluation forms should include questions about technology use (e.g., Was the technology easy to use? Was navigation easy?) and in what ways the technology enhanced learning (How did the technology help the student with the course?)

Evaluation forms should be developed in advance of the class and approved by the Division Chair. Additional assessment data on learning outcomes must also be collected. Summary data should be maintained for future College-wide assessment.

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Academic and Administrative Standards Checklist for World Wide Web Courses Offered Across Service Boundaries

I. Standards for Credit

A.  Is the course listed in the State Curriculum Guide for Community     Colleges?
B. Does the course meet VCCS and NVCC course content requirements?
C. Does the course follow a formal written syllabus based on the course description in the State Curriculum Guide?
D.  Is the course taught by a fully qualified faculty member as prescribed by the VCCS Form 29?
E. Does the course have a minimum of three proctored learning activities (e.g. examinations, laboratories)?
F. Do procedures for proctoring include student picture ID verification?
G. Does the course design provide regular interactivity amongst students, and/or with the instructor? (Note: interactivity does not include tests and exams)

II. Standards for Student Support

A. Is a telephone number listed for student questions and concerns?
B. Is the instructor's telephone number and/or voice mail number included?
C. Is the instructor's e-mail address included?
D. Does the course provide for student evaluations?
E. Is pre-enrollment information available for faculty, counselors, division charis, advisors, and other personnel involved in answering students questions?
F. Is an orientation available for students for the course?
G. Is technical support available for the student in the form of a toll-free hot line?
H. Do students have ready access to all required resource materials, including library materials?
I. Are textbooks readily available to students?
J. Have provisions been made for distribution of , and access to, all other media, e.g., video tapes, CD-ROM, audiotapes, disks, etc.?
K. Has the instructor listed office hours when he/she is available for students?
L. Have accounts and procedures for long distance charges been established?
M. Is the instructor's US postal address included?
N.  Are procedures for submission of work clearly explained?
O. Are deadlines clearly explained?
P. Are grading policies and criteria clearly explained?
Q. Are"I" grade policies clearly explained?
R.  Is a student's privacy protected?
      From other students regarding submission of work?
      From outsiders regarding protection for the class?
S. Is there a system for returning assignments and giving feedback on examinations in a timely manner?
T.  Is library reference help available?
U. Have exam schedules, locations proctors, and passes/IDs been arranged?
V. Are financial aid procedures and deadlines included?
W. Does the course meet financial aid requirements, and is the course approved for financial aid?
X. Is access to counseling services provided for students?
Y. Have provisions been made for students with disabilities?

III. Standards for Academic Supervision

A. Is the syllabus accurate and complete?
B. Have course materials, including on-line materials, been reviewed?
C. Have grading and exam procedures been reviewed?
D. Have book and material orders been submitted?
E. Are clear instructions provided for students in all course materials?
F. Do students have access to college policy regarding grievance procedures?
G. Is the chain of command for student complaints clearly understood?
H. Are the criteria for course cancellation determined?
I.  Is the person responsible for course cancellation ascertained?
J. Are all laboratory requirements provided for?
K. Has permission to use all copyright materials been obtained?
L. Have provisions been made for notifying students in the event of changes in the course, date changes, corrections, revisions?
M. Have course evaluations been reviewed?

IV.  Standards for Information and Promotion

A. Have provisions been made for data entry and printed information in the Schedule of Classes?
B. Is a description of any special course requirements written and included in the NVCC Schedule of Classes?
C. Is the section number appropriate?
D. Is the session code determined?
E. Are registration procedures clearly presented--especially any special procedures?
F. Are application for admission procedures clearly presented?
G. Is the tuition payment process clearly presented?
H. Are refund and withdrawal policies and procedures clearly presented?

 

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