How do you adapt assessment and evaluation for different learning modes?

For the learner I typically want to get real time information based on a set of questions associated with the delivery outcomes. As you mentioned the program goals and objectives are likely differently. While the user experience is important I am also seeking to quantify the data for overall program impact. I build in event reporting that will allow me to go back and measure the data in a variety of ways shareable with my funders or prospects for future funding.

Assessment and evaluation methods started with objectives then learning outcomes. The teaching pedagogical method is the Background through which objectives and learning outcomes could be achieved. Assessment and evaluation can be effective if appropriate teaching pedagogy is adopted e. g. Case studies, company report, comparative analysis, etc

Assessment is very powerful and can make or mar an individual's future. It has to be done with full responsibility and diligently. There is are no rules as such but yes there are ways to do it. It’s simply to point out where one has gone wrong and suggest ways to improve. Assessment is two way communication , assessed shows learnimg and remembering capacity where as assessor conveys a motivational message " Not bad but immense potential to excel ”

What is the important part to consider while selecting the evaluation and assessment methods is how the content is actually delivered to the students, whether it was a module based learning, flipped classroom, online, blended or likewise. The objectives need to be laid down in achievable manner. Nowadays, we have ample of platforms wherein we can carry out formative assessment of students as and when the topic is covered. I prefer using case scenario based discussions considering the content related to healthcare of patients.

This topic is very important variable in teaching and learning process .because education is process of updating human mind. To update human mind it need different Assessments .as we have different way of teaching or learning method for example :- 1. Formal education -mean face to face ,at school ,distance education ,online learning and etc. 2.informal education -mean indirect that we learn from family ,society and etc. Therefore to identify the strength and weakness ,problems and determinants of education assessment is key actor or best solution . To know the performance of quality of education ; based on assessment it help us to evaluate our teaching ,learning process

For some time now I have not given in-class exams, but am starting to rethink that with the advent of Chat GPT and other AI sites. I think it is going to take a while to adjust to what these mean for our teaching and assessment methods and will be on the lookout for ideas, strategies, and suggestions.

In his book, Small Teaching: Everyday Lessons from the Science of Learning, made the argument for using low-stakes frequent testing with instant or almost instant feedback. This can be formative but the key is it should precede instruction (so sometimes students are being asked questions about what they haven't been officially "taught" yet. I thought it was fascinating so I tried it in my senior Computer Science class (James Lang is Higher ed, I teach in high school.) The results were astounding. While I had a student hovering near a low C and another mid to upper, a few B's and the rest were low A's the first semester - when I implemented this one strategy at the beginning of class every day all of my seniors earned A's. This just works!

Adapting assessment and evaluation for diverse learning styles, in my opinion, is critical. In my experience, using a variety of assessment methods?that cater to different learning styles, such as visual, auditory, and kinesthetic, is one approach to accomplish this. For example, visual aids such as diagrams or videos could be used to test visual learners, while oral presentations or group discussions could be used to assess auditory learners. You might also include hands-on exercises or projects to measure kinesthetic learners. It is critical to remember that each student has a unique learning style, thus your assessment and evaluation methods must be flexible and adaptable.

Adapting assessment and evaluation for different learning modes in higher education, particularly for online Health Administration programs, requires thoughtful consideration and a commitment to ensuring that assessments align with the learning outcomes and pedagogical approaches used in the online setting. I employ competency mapping by course to ensure I have all the required learning. After I align the competencies, I build the formative assessments (assignments, quizzes, etc.) that support developing skills that lead to competency attainment. Creating balanced, engaging, and meaningful learning experiences that effectively align with the program's goals and accommodate diverse learning modes is most successful.

When selecting appropriate assessment and evaluation methods, I've found it essential to align them with specific learning objectives and consider the diversity of learners. The choice should cater to the course format, incorporate authentic assessments, and balance various methods, all while prioritizing cultural sensitivity and feedback mechanisms to enhance student learning. Adaptations may be needed to accommodate technology integration and promote academic integrity, ensuring an effective and equitable assessment process.

I'm not sure that it is possible to provide instant or rapid formative feedback without technology. It is essential to teaching for me and my students.

I agree, an example is teachers can elevate flipped classroom instruction by utilizing resources from educational websites and online tools. These platforms provide custom or pre-made instructional videos, quizzes, and interactive exercises, streamlining content creation and allowing for easy assessment and evaluation integration. These resources empower students to learn autonomously, offering supplementary learning prospects. Moreover, educators can curate captivating learning journeys, nurturing active participation and heightened comprehension of the subject matter.

As educators, noticing that students can produce (sometimes great) pieces of work with AI tools, was a general shock. However, whether we like it or not, AI will be there and get fitter to accomplish more. Thus, it is imperative that assessment considers AI use. How do we ensure that students are still able to produce original work? How can we (faculty) use AI tools to support learners? First, by developing assignments that are not prone to AI tools. Think of prompts and deliverables that encourage originality such as personal reflections, scenarios, live discussions, etc. Second, by using AI to improve students' learning. For instance, what about an assignment about comparing the student's own work to AI-generated content?

In the digital era, technology enhances assessment and evaluation with online tools for efficiency, data-driven insights, and academic integrity. It engages students through AI-driven assessments, virtual reality, and mobile apps, promoting a dynamic and impactful learning experience.

I would add that you should fully disclose your policy on Artificial Intelligence usage. While we will all be required to supervise AI in the completion of our job tasks, some tasks can be effectively supported with AI (brainstorming, editing, and other tasks) and other tasks should be done independently. AI disclosures and conversations are going to be part of every course conversation and introduction, or at least they should be now and into the future.

I think communicating the need for self-reflection during the learning process is critical. This helps demonstrate value to the learner and provides valuable insights for program leadership. Suppose there are consistent learning gaps, for example. Program directors or faculty can fill in gaps by evaluating student learning outcomes. I evaluate my students at four different points. Each evaluation is meant to assess learning continuously so the student can see the results of their hard work, and I catch gaps that can be addressed to strengthen the program.

One thing I found helpful was to allow the students time at the end of class before an assessment to ask questions and seek clarification from me or their peers. This gave them a chance to understand what I was looking for and make so that are able to think through their answers before the assessment.

Effectively conveying assessment and evaluation expectations involves clear articulation of requirements, provision of detailed rubrics, and the use of visual aids to represent criteria. Engaging students in discussions, providing timely feedback on drafts, and promoting self-assessment contribute to a deeper understanding of expectations. Consistency and transparency in grading and the periodic review of assessment criteria throughout the course help students excel and improve their work.

In my experience, helping students understand that not all feedback is required to be from the teacher is essential to making progress. Peer feedback, (gasp) AI feedback in some cases, as well as feedback from professors I believe is part of a healthy class ecosystem.

Providing objective and constructive feedback is a key competency that I reinforce to DNP students. In one assignment, I have peer teams provide formative feedback to students on their quality improvement project proposals. This provides the student team an opportunity to work collaboratively to provide feedback to a peer that is objective and helps them strengthen their proposal. Students then get feedback from me (the faculty) and the peer review team. They are able to analyze the feedback from both, revise their project based on the suggestions, and submit a stronger proposal. It is a win, win since students not only benefit from the feedback they receive, they get to experience giving feedback to a peer in a constructive manner.

It should provide timely and constructive feedback to students on their assessments, encouraging self-reflection and improvement. Offer individual support through one-on-one sessions, promote peer feedback, and make use of formative assessments to track progress. Celebrate achievements, be accessible for questions, and allow revisions, fostering a supportive and collaborative learning environment.

What I've found most helpful, both as a student myself, and also as an educator, is to organise assessment and evaluation in such a way that allows the learner to use their strengths. Learning requires a lot of energy, and I believe it is very empowering when learning goals can be achieved while also using already learned skills. A wonderful example was one of my students who, instead of the most often chosen ppt presentation, presented what they had learned by letting the fellow students play a game they had designed. Because coding was this person's comfort zone, creating a game was motivating to them. The content provided in the game was the learning goal of the course.