Learning Scenario Overview
Questionmark is an online assessment tool that our faculty uses to create, administer, and analyze exams for students. In my role, I support faculty with its use and troubleshooting, and sometimes lead online help sessions. The scenario I am analyzing here is an introductory session to teach faculty how to create an exam with at least three different types of questions. I am presenting this as project-based learning, because the learners will be working in the actual software and creating several questions that they can use on their next exam for students. This could be taught via zoom, or in one of our lecture halls, where I would share my screen on the projector, and each learner would have their laptop to use to follow along in their own Questionmark accounts.
Summative Assessment
A summative assessment for this scenario would be that at the end of the session, each learner would create a mini-exam with three different types of questions. They would have entered the questions, answers, options and points. As an admin, I have access to everyone’s exams, so I would try out each mini-exam and evaluate it. Although a grade wouldn’t be required, I would provide feedback to each learner on how effectively they met the goals of the project.
Authentic Assessment
This summative assessment of the creation of a mini-quiz would also be an authentic assessment, as it is a real-world application of the skills learned, and produces a product that could be used in their professional role. I could have them do another quiz completely on their own time with new questions, as a way of evaluating whether or not they understand the process well enough to work on it independently and apply those skills to their next real exam.
Connections to Project-Based Learning
In the article What is Project-Based Learning? A Guide for Corporate Trainers,1 seven steps for a successful training project are described, as seen in the diagram below:
My learning scenario touches on most of these steps. It is a challenging problem (1) because it’s a tech skill that they will need to master in order to run their course. Since the structure is laid out already, there’s not so much of a sustained inquiry (2) element, but we do provide online resources to reference for assistance, including a Sharepoint site and a FAQ on getting started with Questionmark. Encourage authenticity (3) is obvious, as this is a skill they will need to use in their role as professor. Learners can choose (4) the content and types of questions that they are interested in or that apply to their particular course. Reflection (5) can be addressed when learners submit follow-up questions as they get deeper into the system, and they can ask myself (as an IT instructor) or other faculty for assistance. Critique and revision (6) would be provided after the final submission, when I review the quizzes and address anything that may need improvements or adjustments. Presentation (7) would be when they make this mini-exam available for review, or even when they get to an actual exam and our team reviews before it gets published for use.
Lawless, C. (2019, September 24). What is Project-Based Learning? A Guide for Corporate Trainers. LearnUpon. https://www.learnupon.com/blog/what-is-project-based-learning/
(n.d.). Summative Assessment [Review of Summative Assessment]. Baylor University Academy for Teaching and Learning. Retrieved September 28, 2024, from https://atl.web.baylor.edu/teaching-guides/assessing-student-learning-and-teaching/summative-assessment
New Jersey Institute of Technology. (n.d.). Authentic Assessment | Institute for Teaching Excellence. http://Www.njit.edu. https://www.njit.edu/ite/authentic-assessment
Return to Learning Theory (LDTC 600)
This work is licensed under CC BY-NC-ND 4.0
Scratchpad WordPress Theme Version: 1.0.11, Copyright 2024 by by Automattic
- Lawless, C. (2019, September 24). What is Project-Based Learning? A Guide for Corporate Trainers. LearnUpon. https://www.learnupon.com/blog/what-is-project-based-learning/
↩︎