This presentation proposes an assessment-oriented instructional design approach to enhancing student learning with blended learning environments and report its pilot implementation. Students gain significant learning experience through understanding the relationship between learning outcomes and learning process, connecting acquired knowledge, being able to tackle problems individually or on teams, and learning how to learn (Entwistle, Tait, & McCune, 2000; Fink, 2013; Suskie, 2010; Wiggins, 1998). These components ought to be designed in learning activities to educate learners through formative assessment such as self-reflection, peer evaluation, and constructive feedback from instructor (Angelo & Cross,1993; Wiggins, 1998). In blended learning with online environments, all learning activities are referred to as assessment measures, because all activities formatively assess student progress (Baily, Hendricks, & Applewhite, 2015). With the planful blending of asynchronous and synchronous technologies, assessment can be designed to facilitate learning, with the following key components:
• Design learner-centered assessment that includes self-reflection, synthesis, and
• Revitalize collaborative learning with online discussion and rubrics
• Enable good feedback by the instructor and students
• Align grading rubrics with assessment activities and learning outcomes
• Mediate with technologies to ensure academic integrity
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Liu, J. C., Adams, A., & Wang, W. (2017, June). Assessment-oriented design using DREAM approach. Paper Presentation at HKAECT2017 International Research Symposium, Hong Kong.
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