ABSTRACT

Increased online learning is helping many appreciate that online grading, formative assessment, and summative testing can cause instructor burnout and leave little time for more productive instructor interactions. We reimagined grading, assessment, and testing in an extended program of design-based research using situative theory to refine online courses in secondary, undergraduate, graduate, and technical contexts. This research minimized private instructor-student interactions (including grading and private formative feedback) while maximizing public interactions. We present 10 assessment design principles, including a new principle concerning diversity and equity. We assume that these principles will be new to many readers and counter-intuitive to some. These principles focus on assessment functions (rather than ostensible purposes) and align learning across increasingly formal levels. We argue that doing so can maximize formative and transformative assessment functions, position students as authors, rather than consumers, reposition minoritized students to empower them, and increase validity and credibility of evidence.

摘要

在线学习的增加正在帮助许多人意识到在线评分、形成性评估和总结性测试会导致教师倦怠，并且几乎没有时间与更高效的教师互动。我们使用情境理论在基于设计的研究扩展计划中重新设想了评分、评估和测试，以改进中学、本科、研究生和技术环境中的在线课程。这项研究最大限度地减少了私人教师与学生的互动（包括评分和私人形成性反馈），同时最大限度地提高了公共互动。我们提出了 10 项评估设计原则，包括一项关于多样性和公平性的新原则。我们假设这些原则对许多读者来说是新的，对某些人来说是违反直觉的。这些原则侧重于评估功能（而不是表面上的目的），并在越来越正式的层面上调整学习。我们认为，这样做可以最大限度地发挥形成性和变革性的评估功能，将学生定位为作者而不是消费者，重新定位少数学生以赋予他们权力，并提高证据的有效性和可信度。