As almost 2 months have passed since we went into coronavirus mode, schools are starting to think about conducting their online assessments, particularly chapter tests and midterm exams. In this article, I’m hoping to clear up some of the common misconceptions of using online assessment tools and breakdown why it matters.
Let’s take one step back first to ask ourselves: what are teacher’s typically assessing??
中國(guó)的新冠疫情防控已達(dá)兩個(gè)月哆键，學(xué)校也到思考在線(xiàn)評(píng)價(jià)的節(jié)點(diǎn)，特別是單元測(cè)試和期中測(cè)試瘦锹。這篇文章籍嘹，我想梳理對(duì)在線(xiàn)評(píng)價(jià)工具的常見(jiàn)誤解并分析在線(xiàn)評(píng)價(jià)工具的重要性。
讓我們后退一步弯院，先思考：老師們通常評(píng)價(jià)什么辱士？
What types of assessments are there? 教學(xué)評(píng)價(jià)有哪些類(lèi)型？
There are normally 2 types of assessments: Summative and Formative assessments 通常分為兩類(lèi)：總結(jié)性評(píng)價(jià)和過(guò)程性評(píng)價(jià)
The first is our typical summative assessment which involves final exams, chapter tests, etc. These are used to evaluate student learning at the end of a chapter or course by comparing with some standard or benchmark. With the advancement of online software, most of our tests can now automatically graded and completely paperless, saving teachers hours of time and effort. Moreover, test software also helps instructors to be able to view test reports after test to see where students are struggling, manage learners through online class systems and award any certificates or accomplishment to students.
典型的總結(jié)性評(píng)價(jià)包括期末考試听绳，單元測(cè)試颂碘，等等。這些用于在單元或課程教學(xué)結(jié)束時(shí)椅挣，通過(guò)對(duì)比教學(xué)標(biāo)準(zhǔn)和指標(biāo)來(lái)考察學(xué)生的學(xué)習(xí)效果头岔。借助在線(xiàn)軟件，現(xiàn)在很多測(cè)試能自動(dòng)評(píng)分和完全無(wú)紙化贴妻，節(jié)省老師大量時(shí)間和精力切油。另外，測(cè)評(píng)軟件還能幫助老師分析測(cè)試結(jié)果名惩，找到學(xué)生的學(xué)習(xí)盲點(diǎn)澎胡，管理在線(xiàn)課堂系統(tǒng)，以及給學(xué)生發(fā)布課程證書(shū)或完成認(rèn)證。
The second is the formative assessment such as quizzes, assignments, journals and even vlogs... These are used to monitor student learning and provide ongoing feedback that can be used by teachers to improve their teaching skills as well as by students to improve their learning. This is particularly important for us at this moment and will be the focus of this article today.
過(guò)程性評(píng)價(jià)包括小測(cè)攻谁，作業(yè)稚伍，日記，甚至視頻博客……這些用于監(jiān)督學(xué)生的學(xué)習(xí)進(jìn)度并給予階段性反饋戚宦，能夠同時(shí)幫助老師改進(jìn)教學(xué)和幫助學(xué)生提高學(xué)習(xí)效果个曙。過(guò)程性評(píng)價(jià)在疫情防控期間的教學(xué)尤其重要，也是今天這篇文章的重點(diǎn)受楼。
There’s no one size fits all approach to assessments 沒(méi)有一種放之四海而皆準(zhǔn)的評(píng)價(jià)方式
There are many different types of assessments you can conduct online from tests to projects to essays. Each of these assessments have particular advantages or disadvantages and thus you must evaluate which is appropriate, depending on what you want to assess. Below is a chart for you to weigh out the types of assessments.
從測(cè)試到項(xiàng)目到論文垦搬，您可以在線(xiàn)上設(shè)計(jì)不同的評(píng)價(jià)方式。任何一種評(píng)價(jià)方式都有特定的優(yōu)點(diǎn)和缺點(diǎn)艳汽，因此需要根據(jù)評(píng)估目標(biāo)決定哪種合適猴贰。不同評(píng)價(jià)方式的對(duì)比，請(qǐng)見(jiàn)下表河狐。
What should we be assessing? 我們應(yīng)該評(píng)價(jià)什么米绕？
Assessments should really be about measuring learning outcomes. And learning outcomes should be about students demonstrating what they know, and more importantly, what they can do (skills). Learning outcomes can be low-level (recalling information) or high-level (analyzing information). A great, time-tested resource to help us understand the various levels of learning, which we can then assess, is Bloom’s Taxonomy.?
評(píng)價(jià)應(yīng)該是衡量學(xué)習(xí)成果，而學(xué)習(xí)成果應(yīng)該是學(xué)生展示他們所知道的馋艺，以及更重要的是栅干，他們所能做的(技能)。學(xué)習(xí)成果可以低層次的(回憶信息)或高層次的(分析信息)捐祠。布魯姆分類(lèi)是一個(gè)很好的碱鳞、經(jīng)過(guò)時(shí)間考驗(yàn)的工具，有助我們了解和測(cè)試不同層次的學(xué)習(xí)踱蛀。
Now let’s jump into the?benefits of online assessments 現(xiàn)在劫笙，我們來(lái)看看線(xiàn)上教學(xué)評(píng)價(jià)有哪些好處：
There are many benefits to doing online-based assessments, most notably enabling students to do dynamic and individualized formative assessments, reducing grading workload (yay!), provide critical data for instructors and supports the feedback process for students (Burns, 2018). But what makes it a truly good assessment tool?
最值得注意的好處是學(xué)生可以通過(guò)動(dòng)態(tài)的、個(gè)性化的方式去展現(xiàn)他們的學(xué)習(xí)成果星岗，而老師能減少評(píng)卷工作量（棒！）戒洼，獲得重要數(shù)據(jù)并給學(xué)生過(guò)程性反饋（Burn, 2018)俏橘。那么，什么才是優(yōu)秀的線(xiàn)上教學(xué)評(píng)價(jià)工具呢圈浇？
At our school, we’ve recently taken on a simple to use formative assessment (quizzing) tool called?Socrative, that you can use to create Multiple Choice Questions, T/F questions & short answer questions on. There are unlimited quizzes you can create and the results are instantaneous and customizable to your student. If designed well, this tool can act as a form of individualized feedback to students who have not grasped the concept or have misunderstood some concepts which they did not know about before.
我們學(xué)校目前在用的一個(gè)過(guò)程性評(píng)價(jià)工具（小測(cè)）叫做Socrative寥掐，在上面可以設(shè)置單選題，對(duì)錯(cuò)題和簡(jiǎn)答題磷蜀。小測(cè)數(shù)量沒(méi)有限制召耘，小測(cè)結(jié)果可即時(shí)并自定義發(fā)送給學(xué)生。如果設(shè)計(jì)得好褐隆，這個(gè)工具可以給學(xué)生個(gè)性化反饋污它，幫助學(xué)生自查沒(méi)有掌握的或誤解的概念。
What makes Socrative a good assessment tool??憑什么成為優(yōu)秀的在線(xiàn)測(cè)試工具？
Well designed interface and question types?精心設(shè)計(jì)的交互界面和問(wèn)題類(lèi)型
Socrative provides a really simple interface to use that is suited for an educator’s needs.?
They provide 3 simple type of question types, namely the multiple choice, True or False & short answers. It also allows you to input images into your questions (particularly math or science equations that would take forever to type up). The interface is also well built for quizzing, timed completion races (this is useful if you want to setup for live competition) and exit tickets (before students leave class, helps teachers to know who is struggling and for students to reflect on what they learnt).?
Socrative的交互界面很簡(jiǎn)單衫贬，對(duì)教育者非常友好德澈。三種簡(jiǎn)單的問(wèn)題類(lèi)型：?jiǎn)芜x題，對(duì)錯(cuò)題和簡(jiǎn)答題固惯。您還可以在問(wèn)題中插入圖片（數(shù)學(xué)和科學(xué)公式一鍵插入梆造，打字半天不存在的）。界面專(zhuān)為小測(cè)葬毫，限時(shí)比賽（特別是比賽直播）和課堂反饋（學(xué)生在下課前完成镇辉，反思這節(jié)課學(xué)習(xí)的內(nèi)容，也幫助老師了解學(xué)生的學(xué)習(xí)情況）設(shè)計(jì)贴捡。
Seeks to prevent cheating?有效防止作弊
Cheating is one of those things which cannot fully be prevented but can definitely be mitigated. Socrative does this well by providing the following items:
1. Requires name of participant – This will help to authenticate student’s name which is correlated to 1 ID each (click on the toggle to turn that on).
2. Able to shuffle questions – This will cause the whole test to be different for each student because they will have a different order to questions. It’s hard to cheat this way (unless they copy down all the questions, but if time is limited then it will be impossible to do so and do the test at the same time).
3. Able to shuffle answers – This will cause the answers for multiple choice questions to be shifted, so if students communicate with each other only using answers, they will get it wrong anyway (unless they also send the questions).
4. One attempt – Provides each student with one single attempt to do the quiz (assessment) based on the location of their internet provider. This will prevent a student trying to complete the quiz again from his laptop using another name.
作弊絕對(duì)可以被減少忽肛，雖然無(wú)法被杜絕。Socrative在這方面做得好栈暇，取決于以下幾點(diǎn)：
1. 要求參與者輸入名字——這樣能實(shí)名并使參與者與虛擬ID一一對(duì)應(yīng)（記得把這個(gè)按鈕打開(kāi)）
2. 能夠滾動(dòng)問(wèn)題——所有學(xué)生的測(cè)試卷都是不同的麻裁，因?yàn)閱?wèn)題循序是打亂的。這樣很難作弊（除非學(xué)生復(fù)制下所有問(wèn)題源祈，但時(shí)間有限煎源，這樣做的話(huà)他們不可能完成測(cè)試）。
3. 能夠滾動(dòng)回答——單選題的選項(xiàng)順序也是打亂的香缺，如果學(xué)生互相對(duì)答案手销，他們會(huì)得到錯(cuò)誤的選項(xiàng)答案（除非他們同時(shí)發(fā)送原題和所有選項(xiàng)）。
4. 只有一次機(jī)會(huì)——學(xué)生只能進(jìn)行一次小測(cè)（測(cè)試）图张，這可以通過(guò)網(wǎng)絡(luò)運(yùn)營(yíng)商地址判斷锋拖。杜絕學(xué)生用另一個(gè)用戶(hù)名重復(fù)進(jìn)行小測(cè)。
Lastly,?downloadable data is extremely key.?最后祸轮，數(shù)據(jù)能被下載兽埃，這點(diǎn)極其重要。
With Socrative, you will be able to download a full report with all your students’ performance of the quizzes and be able to better assess their performance. More importantly, you can also see a live screenshot of how they’re doing on the test to be able to track how far they have come, what they’re getting stuck on and also whether or not they’re cheating (cause typically their answers would pop up at the same time).
用Socrative适袜，您能下載所有學(xué)生的測(cè)試報(bào)告柄错，并能用此去分析他們的學(xué)習(xí)效果。更重要的是苦酱，您還能看到他們做測(cè)試的實(shí)時(shí)界面售貌，直觀地看到他們做到哪里了，在哪道題被卡住疫萤，以及他們有沒(méi)有作弊（作弊的話(huà)颂跨，問(wèn)題可能會(huì)同時(shí)出現(xiàn)）。
There are?Downsides to Socrative however which includes:
- Limited question types(other quizzing tools such as Flexi Quiz offers up to 7 question types)
- Limited in number of students per room(this is inevitable as every software company will set restrictions on the free usage, so get the Pro for more. It’s up to 150 students per room for the Pro).
但是扯饶，Socrative也有缺點(diǎn)：
? 問(wèn)題類(lèi)型有限（其他測(cè)試工具如Flexi Quiz提供7種問(wèn)題類(lèi)型）
? 每個(gè)房間的學(xué)生人數(shù)有限（無(wú)法避免恒削，所有軟件公司都對(duì)免費(fèi)用戶(hù)設(shè)置限制池颈，家里有礦的話(huà)買(mǎi)個(gè)Pro賬戶(hù)就好了。Pro賬戶(hù)的房間學(xué)生人數(shù)能到150）蔓同。
Finally, here are some?tips for making good online formative quizzes for Socrative?最后的最后饶辙，用好Socrative的攻略：
? For higher-level questions (e.g., focusing on analysis, synthesis or evaluation), the stem should have more information, but it should still be brief.
? Make responses direct, with no extra, meaningless information. The learner should never be able to guess the correct answer from the way the response is written.
? Don’t use "All of the above" or "None of the above". Those alternatives reward learners who don’t know the answers. If you MUST use "None of the Above", use with caution.?
? Pay attention to language. Avoid grammar, spelling, and mechanics errors which may make it difficult for students to even determine what possible responses are saying.
? Avoid categorical terms—always, never. There’s no such thing as "always" or "never", and this is a giveaway.
? Avoid double negatives (try not to include don’t try not to…)
? Use 4 possible responses, not 3. Three makes it more likely that students will guess the correct response
? Each question should stand alone. Don’t relate or connect questions. We want to avoid "double jeopardy" where if a learner answers one question incorrectly, another answer will also be incorrect.
? 高層次的問(wèn)題（如，側(cè)重分析斑粱，歸納和評(píng)價(jià)）弃揽，描述囊括足夠信息，同時(shí)要簡(jiǎn)潔则北。
? 提問(wèn)直接了當(dāng)矿微，沒(méi)有額外的、無(wú)意義的信息尚揣。學(xué)生不能通過(guò)老師的提問(wèn)方式猜到可能的答案涌矢。
? 別用“以上皆是”或“以上皆不是”。這太便宜哪些根本不知道答案是啥的學(xué)生了快骗。如果非要用”以上皆不是“娜庇，我只能說(shuō)小心點(diǎn)。
? 注意用語(yǔ)方篮。避免會(huì)導(dǎo)致學(xué)生誤解題干的語(yǔ)法名秀、拼寫(xiě)和表述上的錯(cuò)誤。
? 避免程度性詞匯——“總是”藕溅，“從不”匕得。這種詞匯太絕對(duì)，一看就是送分題巾表。
? 避免雙重否定（例如汁掠，“不要試著不去做……”）
? 用4個(gè)選項(xiàng)，而不是3個(gè)集币。3個(gè)的話(huà)考阱，蒙中正確答案的概率更高。
? 提獨(dú)立的問(wèn)題鞠苟。問(wèn)題之間不要有關(guān)聯(lián)羔砾。避免“一錯(cuò)再錯(cuò)”，即如果學(xué)生答錯(cuò)一道題偶妖，接下來(lái)的題目也一定會(huì)答錯(cuò)。
Main contributor: Nicholas Tan 尼克老師
Co-contributor: Bridget Huang 黃春華
Reference 參考文獻(xiàn):
Burns, Mary (2018) 15 Benefits Of Computer-Based Testing
https://elearningindustry.com/15-benefits-of-computer-based-testing
Burns, Mary (2018) 5 Guidelines For Developing Good Online Assessments
https://elearningindustry.com/developing-good-online-assessments-guidelines
