Creative Assessments with SRS
This is an in-class group project. Each group designs and develops a lesson material for a short Q&A session by using a free student response system such as ClassFlow, NearPod, PollEverywhere, Formative, Classkick, Socrative, etc.
Each group also tests the tools and the Q&A material they developed, and gives a short Q&A session to the class.
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Question Design: Response Type Selection
In this small project, we are not concerned about mere verbal Q&A’s. We will specifically focus on designing and creating questions that require students to respond by using creative response types that are also multimedia-enhanced (see Figures 2, 3 & 4).
The Q&A session must include at least two types of creative response and three creative response questions. Students also must make sure that the questions and response types are closely matched with what is being assessed - i.e., Use multiple choice for assessing a passive recall or recognition; use drawing to assess a thought process, etc.
For example, if you want students to answer what the four factors of fair use are, and if you want to assess whether the students can recognize the four factors, then a multiple choice question is the ideal response type (see Figure 5). If your question is about multimedia design principles and you want to assess if the students can apply the principles successfully, manipulation (e.g., drag & drop) may be the best response type (see Figure 6).
Question Design: Usability & Scaffolding
The student response screen/canvas must be designed in the way that is easy for students to interact with. For example, if drawing is required for a student response, is free drawing (drawing from scratch) better than partial drawing?
For example, if you wanted to test whether students know what the chommage haircut looks like, would you use the free drawing response (Figure 7-A) or the partial drawing response (Figure 7-B)? The partial drawing (Figure 7-B) allows students to focus on drawing important features of the chommage haircut. On the other hand, the free drawing (Figure 7-A) forces students to draw the whole head, which adds difficulty to the drawing task- i.e., less thinking goes into drawing the chommage haircut itself.
The results can be the differences between these two drawings below (see Figure 8). With the free drawing response, most students only drew one-side view (either front or side) and the details of the chommage haircut were missing.
In another example, the manipulation response type may be better suited for students' learning than the free drawing response type. If you want to quickly test whether students can apply a multimedia design principle in creating an instructional video, while dragging and dropping the images and texts on the screen is easy and adds little difficulty to the task (Figure 9-B), having each student draw a video screen layout & design from scratch can add too much difficulty and distract them from focusing on applying the design principle (Figure 9-A).