John Raffaeli

Value-added assessments can provide both the teacher and the student with abundant insight into the point of origin and final destinations of a course and help to reconcile and course correct for any unplanned departures.

Objective and subjective assessments can be used in concert to test students' abilities relative to Bloom's hierarchy. This is critical for the introductory process but even more so when students are required to demonstrate lateral or higher-order thinking.

There are many ways to measure competency, each of which is empowered through the establishment of a baseline.  This baseline allows professors to better prepare the course material and understand which students may be most harmonic and symbiotic.

Choosing the most relevant and appropriate learning method is critical for student success. The variables that enter into this decision include the learning format, the type of knowledge being conveyed, and the desired module outcome. 

Revision and improvement are functions of a variety of types and sources of data.  Using the quantitative data to inform the qualitative data can lead to a rich understanding of both what outcomes look like and why they appear this way.  This information is then used to make course improvements.

The assessment comes in many forms, each of which can provide the student with a specific value.  Using an assessment as a learning tool (formative, self, and peer) provides students with a better understanding of the subject-matter, varying perceptions and interpretations of the material, and new and creative ways to engage with the content.  Summative assessment reflect the quality and depth of knowledge attained.  In concert, these provide a powerful feedback loop that serves to improve outcomes.

Different types of engagement and delivery can be used in different ways to reinforce learning objectives, support student success, and architect a foundation for learning continuity.

The design and flow of a course, particularly online, can dictate student and teacher success.  The correct volume, sequence, and approach to learning material are critical when engaging students, and managing expectations.

It is critical to harness the unique behavioral qualities and advantages that each student brings to a course in support of collective learning outcomes.  This suggests that different students should receive a different style of engagement and play a unique role in the learning experience.  

I believe that students should receive both synchronous and asynchronous learning experiences in an online course.  The asynchronous piece should be the dominant form of instruction, however, in my opinion, reinforcement is more effective in synchronous situations.  Office hours, group projects, and specialized areas of instruction are examples where this may come into play.  Additionally it provides students with a level of intimacy with the teacher and their peers that asynchronous learning lacks.