Online Options for Formative Assessment
Gathering formative assessment in a fully online course can present unique challenges. Here are some strategies that work well in the online and hybrid environments.
1. Low-Stakes Assignments
Whether you prefer quizzes, writing assignments, discussion board postings, or even presentations, you can always turn any assessment into a formative assessment opportunity by lowering the point value and overall weight in the course. Instead of assessing it for a major grade, turn it into a feedback opportunity - practice of a specific skill or knowledge set. Doing this will have two effects: first, it will allow students to understand their current level of mastery without serious impact on their grades. Second, it will allow you to gather evidence of the group's current skill level, making it possible to adjust your teaching approach. The key to this happening is your transparent communication about the purpose of the assignment - don't assume students will understand your approach without you explicitly addressing this.
2. Ungraded or Practice Canvas Quizzes and/or Surveys
Canvas allows you to set up quizzes that are ungraded and/or surveys rather than point-assigned quizzes. Even if they feature multiple choice, T/F, or essay responses, they don't have weight in the class. Instead, they give students a chance to practice in the same format that they will later be graded. The Canvas help guide Links to an external site. on the topic provide more information, as well as a more info about general quiz setup options Links to an external site..
4. External Survey Tools
If you want to gather more general feedback on student concerns, you can also survey your students online. Free quiz apps like Quizlet Links to an external site. allow you (or others) to set up non-graded quizzes that test knowledge on key concepts. For example, you can create digital flash cards for students to review vocabulary. Additionally, free versions of online survey tools like SurveyMonkey Links to an external site. can assure students anonymity. Set up an account and create a few questions asking for feedback or asking quiz questions, and then post your link in an announcement, discussion board, or other communication.
Keep in mind that your response rate might be lower than option #1 - without points or accountability, people may opt out. You might consider offering point incentives for participation. Students can capture of screenshot of the "submission" page at the end of the survey and keep their responses anonymous while still providing evidence of participation. Or, you might use the honor system and have students who did participate email you, take a T/F quiz, or post a note on the discussion board upon completion. Offering trust and incentives can increase the likelihood of participation.
3. Discussions, Email, Conferences
Use discussion boards for interactive assignments like peer-assessment. Create groups or post a forum where students can post their own early brainstorms or a current draft of an assignment for peer feedback. Not only do they gather good ideas from others, but they also benefit from seeing other students' work. Additionally, ask good reflection questions of students as they are working on larger projects - have them think through how much time and effort they have devoted to the work, what they still need help with, and other metacognative reflections on their learning.
If you want to check in with the entire class and get feedback on how they are feeling or their concerns, you can ask students to post in forums, over email, or two set up individual conferences. This method works great if you want to have students' names attached to their comments - some students will want to make sure that you know feedback came from them, and they may even want a response.
Using these methods, you can ask mid-quarter evaluation questions like the "Stop, Keep, Start" questions - see the Mid-Quarter Feedback module for more information.