Evaluation

Often how an assignment will be evaluated in a class isn’t clearly spelled out, especially assignments (like discussion questions or essay exams) that don’t have one “right answer”. Typically students are given a grading scale, but the difference between letter grades isn’t clearly defined except as a percentage. It is amazing that students allow this to happen so often and don’t even ask how they will be evaluated. They may grumble or be confrontational after a grade has been received, but to ask for clear directions before beginning the assignment does not cross their minds. Perpetuating this student neglect online is unacceptable for effective discussions. In fact, even if you have a rubric or evaluation tool from a F2F assignment, it may have to be adjusted or more detailed to be used online.

What is the importance of evaluation tools? How can they help you create effective discussion in your online class? Evaluation tools can help:

• Students live up to teacher expectations – Lots of studies substantiate that people at least attempt to live up to the stated expectations of those in authority. Consequently if you tell them what you want, you are more likely to get that outcome.
• Provide a check list – When explicit evaluation tools are presented in a useable form, they become a check list for students to assess their own work before posting. This often results in revisions, prior to posting, and better work overall.
• Decrease student anxiety – Knowing what is expected of them and how they will be graded decreases stress and anxiety. This typically results in more participation in discussions, just as relaxation techniques help the nervous public speaker deliver a more effective speech.
• Decrease defensiveness – Online students are often more confrontational about grades than F2F students. This may be because lack of F2F contact makes it easier to send a message because you don’t actually see a person. Maybe the type of student attracted to online courses is more independent and assertive. What ever the reason, this issue is reported by a large percentage of online facilitators. Providing students with explicit evaluation information tends to cut down on these defensive reactions.
• Saves time – Using rubrics can save you time in two ways. First, it adds to your assignment instructions by clearly delineating how each part of the assignment will be graded. This cuts down on the need for students to ask questions to which you must respond. Secondly, when grades are recorded and you give feedback on the assignment, typical questions like, “Why did I get this grade”, can be handled by referring students back to sections of the rubric. You could even cut and paste these sections into your feedback messages.
• Promote critical thinking – Self-evaluation is an excellent activity that spurs higher order thinking skills. When students use the rubric to review and revise assignments they learn more.
• Peer review – Peer reviews are more effective when specific requirements are stated. Without rubrics or other evaluation tools to guide this process, you’ll get a lot of “I agree” and “good job” replies.
• Provide consistency - When you have a rubric that is applied equally to each assignment, it is easier to be consistent while grading. This is fairer to all students.
• You do the right thing – This may sound altruistic, but think about it. Wouldn’t you want to know how you would be evaluated by student evaluation forms or by your supervisor or dean during annual performance reviews?

The contents, form, type, and style of an evaluation tool will depend upon several factors, including the requirements of the assignment, level of student comprehension, ease of design, and even instructor preference. In general you should include any factor that you will be using to assess student performance. Does spelling “count”? Tell them. Are there a minimum number of replies they are expected to make to other postings? Tell them. If quality of responses is important (of course it is) then define what a 5 point response looks like versus a 3 point response. Are there penalties for posting late? What are they? Will you accept late postings? Tell them. Try to develop concise, easy to read instruments, but be as inclusive of criteria as possible. You can even encourage participation in discussions by awarding points for posting before the due date, thus providing a longer time period for discussion. Develop the tools, and make sure students know where and how to use them. Stress their importance frequently at the start of the class and you’ll have added the last component necessary for effective asynchronous discussions.

Asynchronous Discussion – An essential tool for teaching and learning online.