Design course assessment methods

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In order to increase students' interest in learning, in addition to combining different teaching methods and arranging interactions with students through various teaching techniques, actual cases should be appropriately interspersed in content planning. At the same time, you also need to think about which chapters and units require tests or homework.

In summary, planning the presentation of course content in advance, determining the teaching process and steps, and selecting appropriate tools and resources can better organize and arrange teaching content and effectively improve teaching efficiency.


Step 5:(knowledge and skills checkpoints)
Assess learning outcomes: Design appropriate netherlands phone number list methods to check students' knowledge and skills.

In academic education, it is very common to use scores as verification through quizzes, midterm exams, final exams, etc. However, for this kind of "spontaneously" purchased online courses, everyone's learning pace is very different, so there is no rigid requirement to take an exam, or even to use scores as a judging indicator.

So when planning an online course outline, how should we design knowledge and skill checkpoints as indicators to verify learning?

Self-assessment and reflection : After the end of a unit, the instructor can ask a small question related to the learning objectives and leave a few seconds of thinking time in the video, so that students can "have to" think simultaneously. When the answer is announced, students can know whether they have understood the previous teaching content by whether the answer is correct or not.
Non-graded tests: You can directly design a test and attach the answers. Since only the students themselves know the final results, everyone can conduct self-assessment without burden. Even if the scores are not good, it will not eliminate the motivation to study.
After-class practice assignments : Homework can well reflect the learning outcomes. Sometimes when we listen to cases and operating methods in class, we feel that we understand them, but when it is our turn to actually do the operations, we start to get stuck because we are only at the stage of understanding and have not yet jumped to the stage of application. If there can be a practical hands-on session and the instructor also provides a channel for corrections and comments, it will be of great help to students.