so it's 11 oh two. We are going to get started, and if friends make their way in, that is totally fine. But good morning. My name is Colin Kelman. I'm an instructional designer with Academic Technology Services, and today my session is alternative assessments in the classroom. You are more than welcome to scan that QR code if you would like a copy of the slides. I'm on Also going to put in the chat link to a copy of the participants slides, if you would like them to follow along. Or just hang out with me on the screen. Totally up to you. But thank you for coming to Casey TO D two, hopefully, enjoyed the first sessions that were offered at 9:30. So before we start, I kind of wanted to get a feel for slide Link requires permission. Okay, I'm going to ask Molly to change the permission for me since she's my super duper helper today, and she'll share it so everyone can view it. Hot it. I'll do that in just a moment. So while we work on that, before we jump in, I was interested to see where everyone was comfort level of what an alternative assessment is. So we have this lovely poll everywhere. Again, we can either use the QR code or I will drop in to our lovely chat, the link. And it's really just how would you define define or describe alternative assessments. Just take a minute or two, you can drop your answer in there and it'll populate as we go. We give one to 2 minutes. Like if some of these words engages, anything besides traditional assessments, pages. I'm going to assume it's formative fative, and not. Not typical tests breaks out of weighted averages. These are great application. Higher order learning. N. We'll be hearing that one. Probably a good bit. Last call. Last call for anyone else's way to describe alternative assessments. Equitable, focused on student learning, multiple options, revisions, secondary options. W a playlist for this character situation is a good example. Yeah. So I would say a lot of us are pretty comfortable with alternative assessments. Which is a good sign. Love this. For today, we're going to introduce ourselves to alternative assessments, and we'll go over the basics of what they are, why they're beneficial. Then we'll go into the types of revisions that you could tackle, really based on your course and some guiding questions that could help you whittle it down to specific alternative assessments. I'll also share some resources, which are really technology tools that students could use or yourself. I will also provide a couple sample alternative assessments with student work that were provided to me with permission from an instructor. And then finally, we'll go through working through some of those guiding questions to decide an appropriate alternative assessment to replace a traditional assessment that we have seen. So. So let's get to know alternative assessments. So Otis, the first question that comes up if I suggest this type of assessment, is what is that? And a lot of you hit the name ahead in our poll everywhere. Alternative assessments are really how the name describes them. An alternative approach to assess students outside of the standards tests, exams, and essays. So it's just a different way to get the assessment to see if they're comprehending. These these assessments really focus on the application of the student's knowledge on a designated task or tasks, and they evaluate proficiency over measuring understanding. They do have some different names that you would hear, including authentic or creative assessments, but they are talking about the same thing. I hear authentic a lot more. So one here is just a sample. This is traditional assessment. Vocabulary quiz that's very straightforward, it's recall and identification, which is sort of those lower level tasks on Bloom's Taxonomy when you're trying to assess student understanding. On the other side, you could turn this into an alternative assessment, which is focused on a higher level task. In this assessment, it is creating. The students Efficient vocabulary by creating a recipe, using terms that they know, sent instructors correctly and for how to be fluent in the directions. This was just an example for a Spanish one. Someone had also said in our poll everywhere, student choice and creativity, and this would go along the same lines with this type of assessment. It leaves a lot of space for the students to build the recipe, how they want, using the terms that they're comfortable with to show understanding while still the instructor gets the assessment that they need to see if they understand. The next question that really comes is why alternative assessments. Why are these better than traditional? There are some benefits, especially on the instructors ends for some big wins. The first is academic integrity. Alternative assessments really can help with producing academic dishonesty because students are creating or applying their skills in a new manner that's unique to them, the course and the content. Doing something like this makes it a little more difficult to go online, s for something and then pass it off as their own. Along these lines, alternative assessments can have the potential to limit the use of AI, depending on the product that you're asking for from your students. Similar to limiting academic dishonesty. Generally, when you use all assessments, you're asking students to build something unique, whether it's a product or modeling a process that's specific to your course. These higher order tasks generally are more challenging for AI to provide answers to that could be changing. So I will say generally. But AI usually produces answers for things that are more factual or recall questions. Again, these types of alternative assessments can have multiple interpretations by students. So that idea of choice. AI doesn't really do too great with ambiguity and complex reasoning, so that's another reason to put this way. And then finally, on this slide, alternative assessments provide more accurate assessment of the students comprehension or focusing on what they can or cannot do versus what they can recall or just spit back out basically. Some other benefits include the task promoting those proficiency and application of knowledge. There's higher levels of Bloom's taxonomy. So again, we're talking about creating, analyzing, you could say design. Develop all those lovely reds. Along those lines, you can have students using these valuable skills and getting practice in them for things that would be in their chosen work field. So this can include critical thinking skills, problem solving, collaboration, or skills specific to a job for the subject matter. Again, it promotes active learning over passive because they're part of the process instead of just being given the material and just trying to pick out what they need. And one other benefit that through my research, I've seen is these types of assessments can really help limit pressure or anxiety on students. In an article I found by David Clark, he had students themselves on anxiety, and it was lower overall, when alternative assignments were the option that the students were able to do instead of an exam for a mid term or something like that. With alternative assessments, usually they're broken apart. There's more space for feedback and reflection with the instructor and opportunities to improve upon what they did. And that really helps limit that anxiety because the students know we can go back and we can improve on this. And it's not one thing. There's multiple. So if I mess up on one, I'll be okay as I go through. And I think someone had said this in our poll everywhere. Alternative assessments give students choice. So they get that power generally to shape their assignments within the given guidelines. So that choice and ownership of their work, usually will get the students more engaged and want to put their best effort forward. When I was doing K through eight music, choice was one of the accommodations for students with five oh four and IEPs. It is a very powerful tool. If a student gets choice for something to do, they're going to want to do it. So out there in the world, there is a huge variety of alternative assessments that you can pick from and assign to your students. So finding one that fits best for your subject matter can be decided with a couple of questions to help guide you in a couple of factors along the way. And it is really important to remember that if you choose to switch to psfhone, they love to do creative activities that drill in their special. Yes. Huge win with that. Great example. So it is Important to remember, you cannot do all of this in one sitting in one go around. This is going to be a process if you choose to start translating some of your traditional tests, and SAs into alternative assessments. It's also important to remember, not every assignment needs to be completely transformed. You want to be really realistic about the things that you can do, how much you can change, how much bandwidth you have to do this, when it's appropriate, and what kind of impact it could have on the students. So it's not all or nothing, either you do it or you don't, you can gradually build into it, which is nice. We're always learning and changing when we teach. This slide right here gives a breakdown of what types of revisions you could accomplish based on potential course parameters or boundaries that you have. So for example, if you have a larger lecture class and you're a little limited on time when it comes to grading, this would be a good candidate for only doing minor changes. Maybe you have a lot of activities that lead up to a summative assessment, you could change a couple of those into alternative assessments, give them a try, see what went well, what did it and then keep improving that way because we don't want you to be overworked as well. You already do enough for the university with the students. If you have in between size course and you have sufficient time for grading. This could be a good space for some moderate revisions to some of your assessments. This could be maybe changing an essay or a test or two and translating them into alternative assessments. If you have a smaller lecture class and you have a lot of time in bandwidth, this is a candidate for major revisions, where maybe you want to take that final exam and you are going to turn it into a case study or a semester long alternative assessment project. Again, these aren't hard and fast rules. These are just suggestions so that you can be successful if you choose to change these. Once you've decided on an assessment that you think would be a good candidate to translate into alternative assessments, It's really time to consider which one to pick. So every course has its own characteristics, and this is one thing that could help you with considering the typical work that the subject matter does, that can help guide you to alternative assessment. But there are also some questions that could help you as well, which are on the screen right here. So do you want to assess acquisition or application of knowledge? And that can whittle down and get rid of some of the alternative assessments you might not pick from. Are you assessing a process or a product? Again, this will start to remove some of the options out of the way. Are specific skills being assessed? This is a little different than obviously you're assessing a specific skill to the content and subject, but this is broader. Are you focusing on the writing that goes with it? Is it speaking you want them to focus on? Is it collaborating application? Creativity is a very big category, or is it using specific technology? Because that again, will help whittle down and remove some of the options out there? What higher order thinking skill is being developed can help you figure out where to go. And then are there time constraints or an expected timeline that you have available for students to work on this. Again, that will be a big deciding factor on if it's something small they're going to do or if it's something that's going to carry over weeks as they continue. Okay. This next slide just has some samples of alternative assessments that are out there? There are loads and loads and loads. These ones are just ones that fit very well into those broad categories of what skill you're looking for. So if you're looking to assess their writing in addition to the subject matter, letters to the editor, case studies, and book reviews or options that would evaluate that. If you're looking for them to do speaking as well, podcasts, which I know the library has a great resource. I think a whole thing workshop put together on it and a package for instructors, they can use video essays and student interviews as well. For application, e portfolios are great. That would be a really good one if you have a whole semester worth and students can be adding to this portfolio as they go to show what they've mastered. And then recorded demonstrations and simulations are also really good for application. For collaboration, you could do group presentations. You could have students do a debate, create a persuasive argument. Then like Sure. So could you elaborate further on process versus product? So when I say that process is really maybe you students to show their understanding of steps for a specific thing. So I know one example we're going to talk about in a little bit is with clients on the phone at a veterinary hospital. So there are steps for how to do that. So that's a process that students would model. How do you answer and talk to someone? How do you listen and write down their information? How do you keep them calm as they're sharing about their pet they might be worried about? Versus a product where maybe you want them to create a mographic about health care. Specific topic could be maybe go about breast cancer. So they could get a choice of how they want to present that product that shares all the information about breast cancer, preventative measures, who to reach out to and things like that. Did that help Rachel? Okay. Yes, persp process could be evaluating their steps and completing an assignment versus the final product as well. Yes. Absolutely. Any other questions? These are great. Just drop them in the chat. We can answer as we go along. Kevin, I sometimes I recommend you require students to explicitly discuss how they use that feedback when they submit their final product. Yes. It really helps good practices and reduce instances of feedback ignored 100%. Yes. So the other example on here is just creativity. And again, this is a super broad category. There's a lot of things you could throw in here. But I've noticed infographics, brochures, digital artifacts really give the student free range for how they want to build things, and there's a lot of options out there for what they could use to build them. And then articles and digital essays as well. So on the next slide, I have a sample of an assignment that With permission Nancy Boyer gave to me. She teaches a course called Gog two oh four, introductions to peace and justice. And this is one of her assessments after reading the book Mindset by Carol Dweck. She asks students to create a product that illustrates someone with growth mindset and someone with fixed mindset. So this is a really perfect example of using a higher level task, which is create, so they're taking the content that they learned and turning it into something new to demonstrate their knowledge is also a really good example of choice. I know it's a little tiny in there, but they have the option of drawing a picture, writing a song, or a poem. Within the parameters of explaining through those what growth mindset and fixed mindset look like. This is a really good example of that. A. Yes. Before you move on, there is a question in the chat to see if we could enable save chat so that people could capture the ideas and suggestions that are being placed into the chat. Yes. I might need to do that at the end. But I'll make sure that I do not close out of my Zoom, and I'll make sure to do that at the end. Good question. Thank you, Molly. So many great things in here. I asked students to grade each other's papers from a rubric. Yes, yes, yes, that's great. It was enlightening to me and one of their favorite things to do, they did it, and then share their thoughts and responses of the discussion. That's awesome. I know we have feedback fruits. That's an option that people use, but in person, what Joined in is a great example. So that leads into a rubric, actually. So this is just a sample rubric. They are great as a grading scheme for these types of assessments. Because again, it's giving students that clear understanding of what the expectation is for their work. And this is especially important for alternative assessments because there's a lot of flexibility in what the students can do. So you have to be pretty specific saying, This is what I'm looking for. Make sure they know that. It also gives the students another route to use as a guide for success. They can follow through the rubric to make sure they're hitting all their points. And for the instructor, obviously, it's really nice because it can reduce that time needed for grading, since usually in a rubric, your criteria, and your ratings will provide those detailed descriptions to the students, so they know what's coming up. The next slide, I have an example of students work from this assignment. Nancy Student Sabrina had also given us permission to share this, and she chose to draw pictures to depict the different mindset. And again, every student did something different. Every student is processing what the material is and showing it in different ways. So again, it leaves that creativity up to them. This first image is her depiction of fixed mindset, which is the idea that you're only as smart as you are, your intelligence set, and you can't change it. When I first saw this picture, I felt it 100%. It just looks like pressure to me knowing you can't go past a certain point, and it just gave me all the anxiety in the world, which is what happens with fixed mindset sometimes. It really brings you down. But her second image is beautiful because it depicts that idea of growth mindset. The idea that your intelligence can be developed, your efforts affect your learning. One of the favorite words I learned when I read this book was et. I can't do this yet. And as you learn and grow, new things happen, which is what she's depicting in this image. Even though she might be upset about something, it is helping build something beautiful underneath, which are the flowers. The second example is one that I began building as I went through those guiding questions on the slides a couple back. This was originally an essay slash writing prompt I had done with eighth graders to learn more about the technique called Music Concrete, which is a composition style. We made house altars in a class in the cab, Oh, my gosh. If you don't have your chat open, please do Persephone just shared a beautiful example of one of her alternative assessments. So definitely in there. They look great. So in this example, I do have the students in that higher level of Bloom's Saxonomy creating their job is to compose in the style of music concrete, and in the directions, I'm very transparent and explicit. I share the purpose of the assignment, the skills that they'll be building to complete it, and the exact tasks that I want them to do and complete. This idea follows something called transparency and learning and teaching. And it states if you are giving the students the hows, the ys and the wth of the assessment, There's going to be more buy in because they're having better clarity and connection to the material and a better understanding. Instead of just saying you're doing this because there's reasons behind it and how it's going to help them. I also do have our rubric for this, which is right here. Again, this is something they can look at as they're going to make sure that their composition is 90 seconds long, that they're checking, they're doing all the required elements and that they do the other music production parts. But that's all I give them, how they build it, what sounds they use, what they record, that is totally up to them to show me what they know. I'm intrigued by your evaluating terms, meeting, emerging, beginning. Could you talk a little bit about that? Sure. As opposed to room for improvement. So this is just an old trick I had from when I was teaching. That I found to be just beneficial terms for the students. These again are not the only terms out there. Beginning, let them know that they were just starting and they have some understanding of what the material is, emerging to me, and I would explain to my students is you're halfway there, you have the material in some parts and not others. And then meeting is honestly just that. They're meeting every criteria that I am asking them to do. These are not the only terms out there. Sometimes people don't even use terms on there. They're just a one, two, 34 kind of person when it comes to their readings. But there's a lot of flexibility for how you use these terms. But it is helpful if you explain them to the students as you explain the assessment. For me, I did not get a lot of blowback from students when I used these terms. I did not change them from the beginning. I sort of set that foundation at the beginning of the semester because I used a lot of rubrics for my alternative assessments. So from the beginning, they were explaining what they were, and I tried not to budge from them so they got comfortable with it. So if they get into the routine of what it is, that's been helpful. But I honestly, if a student challenged it, I would obviously talk to them, and there wouldn't be we could always change it. But just personal experience, there hasn't been much blowback because I set that foundation from the beginning of what it meant. Any others, Caesar? Great. Yes. Well, if you're you can define them from the beginning of the syllabus. Yes, Mark. I would suggest students often can come in with kind of a set mindset that the only way to grade is traditional grading. Where's my partial credit, you know type of thing. And so I would suggest really hitting that hard at the beginning of this semester because not all students are going to have a problem with it, but some will. And when I've done alternative grading, especially when you do kind of more of a not all or nothing, but kind of, you know, more of a mastery. I need to get you to a certain point type thing. But you have a hard time buying into that because, where's my 75%, you know. Yeah. It definitely does need buying and you're 100% correct on that. Yeah. I like that re educating. Good. Thank you. Okay. So Part three, we're moving along. So when you assign these, obviously, there are a lot of free tech tools out there that students can use and you can use as well. So these are just some suggestions I have tools that have been successfully used with other instructors and that we as instructional designers at ATS have had good success with as well. So some of these include if you're doing audio recording, maybe you want them to do a voiceover. Maybe they're recording their present separately and putting it in a different program. Audacity is probably the number one option. I've used that a lot. The library uses it a lot. Rev online and Voceru are also really great recording tools. And with all of these, you can download your file and then add it into something else. So maybe they were using Canva or pow tunes, and then they can overlay that audio. So that's really nice because you can hold onto it. You don't lose it. If you're doing any video screen capturing, maybe pour the just like I'm doing today. Zoom is obviously the number one choice because our university has a license for it. So there's unlimited meetings, the Cloud recording, Cloud storage. They can edit in their capture space with it. It's a really good tool. But if they don't have that, Loom is another nice one, and so is screen cast a fi. They are both free. So they do have some limitations, but the limitations are minor compared to other ones. For video creation, Lumen five is fantastic. This one uses the power of AI to help build the videos. Myself and Kelly did a sandbox session during sit about it. So if you want to learn more, you can always talk to us about it. Canva is great and so is Pow tunes. Again, all these tools are free, so there will be some limitations to them, but these ones aren't as egregious as others. So for example, Lumen five, you can publish five videos a month. And that's way more than some of the other tools like descript. If you're having your students do more than five videos, maybe Canva would be a better option. Then finally, for design tools, Canva PowerPoint and Adobe Express. I find Canva has the most options available. It has the most templates out there and the most elements for the free subscription. Miro is interesting. Good Ford embedding, different kinds of stuff like video Spotify and web pages. I haven't dug too much into Miro. I've heard good things about it, though, Persephone, for sure. And then this is just a friendly reminder. If you choose to have students use a specific technology in an assessment, it really is best practice to teach them how to use it and give them opportunities to practice it so that they're not diving into something they're extremely uncomfortable with. So building a tutorial into your instruction for ten or 15 minutes about the tool, assigning a few low stakes assignments to get them comfortable with it, and then going into that assessment that's going to use it for that larger percentage of their grade. So any other questions, comments, concerns? I'm really happy you all are using the chat freely to ask questions and share with everybody else. But do you have any other questions before we jump into our activity? Mm hm. Okay. So we've got this great foundation that we've built off of what you already had, which was really good. We are going to work through the beginning steps of modifying a traditional assessment into an alternative assessment. So I will put this in the chat if I can copy and paste dah dah. Or you can scan the QR code, but this is going to give you a copy of the worksheet that we are going to be using in breakout rooms. So please don't hop off the Zoom because you heard breakout rooms. That happened yesterday for people. Don't do that. So in the chat is the link to the forced copy of the document, or you could scan and use the QR code totally up to you, whichever you choose. Okay. So. Here it is. If you made your copy, this is what you see. It is a two parter, but we are only doing one part today. We are not going to be digging much deeper than that. In the breakout rooms, you're going to have about five to 7 minutes to work together to explore and evaluate a better option for what we have all the way under number one. So in your groups, you're going to have to answer these questions to figure out what is a better way than a 20 question multiple choice Canvas quiz to evaluate students knowledge and proficiency about phone etiquette when speaking with veterinary clients. And I know not everybody is in veterinary studies, but we do not need to know that knowledge. What you're going to focus on in those groups is really, what is the intent of the assessment? Since we talked about earlier. What skill is being assessed? How much time and you'll decide as a group, Can you dedicate to this for the students? Are there any resources you think would help them? So maybe Zoom or maybe a sample, something like that. Then as a group, you will decide, what do you think is an alternative assessment that would be better at assessing this topic of phone etiquette when speaking with veterinary clients? And then we will come back to the main room after I need you to nominate one person to be your speaker to share your group's response. Any questions before we split apart into breakout rooms. Again, it's only five to 7 minutes. I promise I won't keep you in there the whole time. Okay. You all should get invites momentarily. Good luck. Okay. Everyone is making their way back in. Okay. So we have to be quick about this because I know I'm starting to run out of time. But I'm going to ask who was nominated from Group one to look to share the skill being assessed, the time dedicated, and what they ended up picking as the replacement for the 20 que quiz. Group one. Who's up? Okay. I think I was in Group one. But I'm not going to lie I didn't pay that close attention to my number when I went in. So the skill being discussed was the response to the phone calls, the phone etiquette, in this case. So We said that students could develop a script and then use a recording tool to record themselves doing both sides of that phone call. That way they could play around with some video editing tools and increase that creativity there. They would be assessed using a rubric that they would have ahead of time so that they could see all of the components that they needed to have. Then time. I don't think we discussed time, but it would definitely take a lot longer for them than the multiple choice quiz. But it would be something that they could do independently more as a homework assignment. Awesome. And it's really good practice for when they're actually in the field. Thanks, Molly. Group two. Who is your nominated speaker? I don't think we do our homework and nominate a speaker. We did do the discussions. Anyone who would like to speak, go for it Dana. We were wrestling with we felt like the assignment originally had been designed to be more a test of knowledge than a test of skills, and so we wanted to develop an assessment that was more about testing of skills. And so we settled on maybe a video that was an interview where it was a role playing exercise, and the students could develop a role playing exercise. It would be collaborative to students. And depending on we didn't get far enough into the learning goals, but you know, it either could be kind of demonstration of best practices or even maybe purposeful demonstration of poor practice with then, you some discussion or analysis about why that was poor practice. And we felt it was going to take at least a couple weeks to do that, which is an interesting thing to think about replacing a short quiz with something that maybe has so much bigger investment of time. There's class time dedicated to both explaining the assignment and teaching whatever tool might go along with this. But then the students need time both for the collaboration piece as well as the creative ideation around it and then the final deliverable. So I personally feel like I don't know how long it takes students to adapt skills like these because I feel like I'm probably slower in my own adoption then maybe they would be. Maybe they have more familiarity. But those are all really good points that you do have to consider as you're doing these. So I really appreciate that you brought them up, Dana, because sometimes we go, Oh, they got it, but they might not. We have to give them that space. Perfect. Room three, Room three. Okay. This is, I'm not a reporter. So we went through the discussion questions. We decided that the intent of the assessment was application of. Can everyone hear me? I have das and that the skills being assessed were their ability to listen and record the concern accurately, be respectful and courteous, and to some degree, knowledge of the client and the issues. We didn't talk about how much time they would need, but obviously more time than for a quiz. And all the resources, well, we made a list of resources. But the ideas that we had for the actual assessments were a scenario or role play where they record themselves, probably in pairs, you know, on each end of the phone. Oh, no, she froze. This is so good. Perce froze. There she is. It should be addressed in a conversation. Then IDA two was create an infographic on Etiquette I'm going to turn off my camera. Ida three was have them create a How two video. Ida four, which could work for along with any of the other three ideas was have them write Yelp reviews of the service. Negative, what did they not do or also constructive Yelp reviews. And then all the Zoom, Cava, mind Master, pito chart were we mentioned. Those are really good. Thank you for sharing all of those per 70. I've seen Yelp reviews done before for assignments, but that one didn't pop in my head for this one. That's a really great example. Group four. I'm the desirou I'm hearing from others, you know, we agreed that we thought the that what was being assessed was application of knowledge that people would need to speak to listen to sort of work with a client to elicit information from the client, but also to have knowledge that they needed to share with the client. And we also wanted to do a role play. We were imagining a role play in a classroom would be live rather than recorded because we thought it would be fun to ask them to sort of show what they thought were poor skill, so to sort of give a bad example. We thought that that could actually be a lot of fun. And then to have the listening students have a rubric where they would evaluate this. And we thought people would certainly be more willing to listen to the critique. First of all, if they were beamed about what was bad that they had done. Badly. So we thought that that would be fun to give them a chance to do that, and then to use that feedback to prepare a second round where they try to show the skills being put into best practice. We thought timing probably the individual interactions wouldn't be more than 5 minutes. So it would depend on how many students you've got in a class. And we were just talking about whether it should be pairs or somebody was suggesting it could be three people in a group and we didn't get to hear why because then we were summoned. Sorry. Sorry about that. There was a lot of good conversation in there and ideas that came out of it. That was fantastic. Thank you, April. Then last but not least, Room five. Hello. I was put up to talk about it. We also were thinking about a recorded role play phone conversation because while when it comes to a quiz, a lot of it is recall of information. When it comes to something like phone etiquette, it feels like application and on the spot recall might be more important to practice. We were thinking about a recorded role playing exercise between two students where each one of them has a prompt ahead of time, giving them a position and a situation or like a a not patient, but like a client identity that they are role playing in that situation. Then the two of them would record the first call, review it, discuss what went well, what could be approved on, record the other one, do the same thing, and then go back and redo both calls, so they have the opportunity to revise their performance. That way, they can work on not just speaking on the cuff, but evaluating themselves afterwards and then giving it another go to see what works better and what they can do in the future. And for timeline, I wouldn't imagine this taking more than a week or two weeks max of giving out the assignment and then giving them time to do it on their own. Yeah. That's awesome. That's beautiful. Wow. I am so impressed with everybody's suggestions and working together. I love it, love it, love it. Okay. So there is a second part of this. We are not doing this today. But this is here. You can take it or leave it in comment, but it's really more of the next step. Once you decide, Okay, I'm going to do this assessment, right? I'm going to do an interview or a simulation. Now this sort of just breaks down the steps for you for how to fill out the directions for the student so that they get all the details that they need. I just find it easier to see things broken down as I fill them out, and then I can go back and revise. So it's easier chunked. That's there as an option as well. But all right. We only have two more slides and then we're done. So Last little spiel for me. Again, I said this way earlier, it's really important to remember that switching assessments, whether it's just one or many is a process and that you don't have to do all of them. You can build as you go. You do not have to do everything all Once, you really want to be about how much you can change, again, where it's appropriate, and how it'll impact students the most. And this slide is really just a breakdown of examples that could fit based on the revision times we had discussed a little earlier. So if you only have the space to do minor revision, doing small activities and replacing them with an alternative assessment that lead into that big summit, even beneficial. If you had that space for moderate revisions, this would be maybe replacing a 20 question quiz with a demonstration or simulation. And if you have a lot of space, maybe your on on sabbatical, and you decided, I want to redo everything. This could be a good space where you say my final in my mid term, I'm changing them completely, and this will be a good spot to do that. But that is all I have for today, and I wanted to say thank you so much for attending this session. Yes, is, I can share them with you. Again, if you want a copy of the slides, I believe I did make them visible, and Molly had shared a link before, so maybe Molly, could you put that think in the chat one more time for me. That'd be amazing. Friendly plug and reminder tomorrow, Day three of Case in person. It's our open lab and consultation time right over here in 116 Pearson Hall 9-12. So if you have questions about teaching with technology, Canvas, maybe you saw something in a session yesterday or today that you wanted to learn more about, or maybe get some one oh one guidance with. This is the time and we'll have instructional designers and our LMS team and our video and recording from all of ATS to be here available to help you with that. Also, cheap plug, there will be light snacks and refreshments if you are interested in something like that. But I want to thank you again for joining. Go ahead. Someone. Link have a welcome bar version of that for those of us who aren't in the quadrant of the N. The virtual welcome bar will be open tomorrow. Lauren, Steve, and Joe will be there to help with question like that, and they'll have you into a breakout room, and you can get help that way. So if you're virtual like Persephone, that's an option too. But you, thank you. There are more sessions today. So if you signed up, let's go support our presenters because we've had a lot of good presentation so far.
Alternative Assessments in the Classroom
From Colleen Kelemen August 21, 2024
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Looking for a different approach to assess your students outside of standard quizzes, exams, and essays? Evaluate their proficiency with alternative assessments! This session will focus on the basics of alternative assessments and why they are a meaningful method to measure student proficiency. We will discuss examples of alternative assessments, technology and resources you could use when implementing the assessment, and get hands on practice transforming an assessment into an alternative assessment.
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- August 21, 2024
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