Assessment

=Assessment=

Each week of the course, there are many small tasks, such as writing an article review on your blog, participating in a webinar, or tweaking a spreadsheet. You will aggregate links to the results of the tasks in the weekly schedule on the course's public wiki. Each task is graded on the available-accepted-revisited basis. Reaching learning objectives of the course is necessary to complete tasks.

Musical Interlude
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Available-Accepted-Revisited
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 * **Available** state. When each week starts, our task grid will only contain items next to my name (Maria Droujkova), because I will be doing all course work to provide samples. Cells next to student names will be empty, and this tasks Available for your work.
 * **Accepted** state. As soon as you put a link to your finished task, it becomes Accepted. For example, if you leave a comment on an assigned article's web page and link your comment, this task becomes Accepted.
 * **Revisited** state. Each week except for the first, you will have several "revisit" assignments that make an old task available again. As the course goes on, these may be assigned by other students. The goal is to go into a topic deeper, or to make new connections. When you complete the request to revisit and give new links (if any), the task becomes Revisited.

Simple Grade Composition
On Monday of each week, you will see Available tasks. Your grade for the week is equal to the ratio of Accepted and Revisited tasks to all tasks. Each week's grade is 1/7th of the course grade.

For example, if a week has 10 tasks, each task is 1/70 of the total course grade.

Bonus tasks provide enrichment and deeper engagement. People who do bonus tasks can expect the course to be more meaningful for them, and future tasks to be easier. Bonus tasks do not contribute to the grade.

At the end of the course, we will compute total grades.
 * A ||  90% to 100%  ||
 * B ||  80% to 89%  ||
 * C ||  70% to 79%  ||
 * D ||  60% to 69%  ||
 * F ||  Less than 60%  ||

[[image:220px-Arete_in_Ephesus.jpg align="right" caption="Statue of Arete in Celsus' Library in Ephesus."]]What About Quality?
The majority of course tasks take place in real communities of teachers and students. This means other people will use your work in their teaching and learning. I trust you to take good care of them. Also, you and other course members will use earlier tasks for later tasks.

You will probably get comments and feedback from other people as you do the work. This will help with the quality. For example, teachers who blog actively often say they learn more from writing and comments than from any textbook they've ever used.

Within our course group, we will use the Revisit marker for quality. Some of the Revisit requests will happen because you made an interesting and exciting point that other course members plan to use in their work, and they want more information. Other requests will come because people see a meaningful way to raise the quality of the content. In other words, revisits can make your content both broader and deeper.

Here are example rubrics for different types of tasks. If you have doubts on what makes a quality contribution for each task, you can start from these. If you want more, you can search the web for "What makes a good ___" (blog, article, game, presentation).


 * [|Blog post standards] by Maria Andersen
 * [|Article review rubric] by Kristin Hines
 * [|Good practices in Twitter chats] by Shelly Terrell and Tara Benwell
 * [|What makes a good screencast] by Scott
 * [|Rubric for assessing interactive projects] by Karen Randall