In response the #Blendkit2016 course week three concerning assessments. I’m going to focus on questions raised from the reading most importantly:
- How well does your course make connections between learning objectives and course activities, and how do you implement formal and informal assessments of learning into your blended learning course? Do these all take place face-to-face, online, or in a combination?
In my courses whether they are strictly face-to-face or blended are usually introduced by telling the students what they should expect form the course and the usefulness of the content that they can either take with them or ignore. Most students in South Korean universities are taking English because it is a required course. By the time they reach my classroom most are burnt out from the previous twelve years of intensive English from both school and from after-school academies all in preparation for the holy grail of entrance exams, the Suneung
Learning objectives are some of the first concepts introduced and are constantly reinforced either by formative assessments or by assignments. Each module has a grammar target, vocabulary relevant to the topics and a list of abilities that the student should be able to perform after each chapter. Bloom’s taxonomy is generally the best choice for creating attainable learning targets and the online portion of the course addresses the learning targets from each module.
The summative section of the course comes in the form of two face-to-face spoken exams with me either with a partner or a group as well as two written exams given for both midterm exams and finals. The spoken section allows the student to choose from a battery of questions (of varying complexity) and a test blueprint (rubric) from which students know exactly what is expected. The written exam is a test created by all the professors on staff and includes a multiple choice, listening, short-answer and essay question section. While I can create online quizzes (I do), we are given a very small portion of percentage to which we can assign points whereas the midterm and final exam sections account for 70 percent of the final grade which leaves a very small portion for attendance and participation (under which all online content falls).
My Korean students are pretty tech-savvy and had very little difficulty logging in and adding content and participating. There is along way to go before Korean universities will begin running more blended courses as my course is a voluntary application of the blended model.