Assessment

= Assessment =

Each week of the course, there are many small tasks, such as writing an article review on your blog, participating in a webinar, or tweaking a spreadsheet. Each task takes place live online, usually in existing mathematics educator communities. As you complete tasks, add links to their results to that week's page on this wiki.

Tasks and Grades
On Monday of each week, you will see available tasks for that week. We may revise tasks together, as the course goes along, based on participant needs and wishes. The tasks stay available during the week for which they are assigned.

Please note these three special types of tasks.

Live tasks happen at a particular time, for example, weekly class meetings. Mark your calendars. || Make-up tasks become available starting at the third week. They are included in the number of tasks you complete, but not in the total number required for that week. That is, they can substitute for other tasks that are missed, before or after. ||
 * [[image:LiveTasks.png]]

Bonus tasks provide enrichment, deeper engagement and additional meaning. Bonus tasks do not contribute to the grade. ||

At the end of the course, we will compute grades based on competed tasks.
 * A || 90% to 100% ||
 * B || 80% to 89% ||
 * C || 70% to 79% ||
 * D || 60% to 69% ||
 * F || Less than 60% ||

Interlude
media type="custom" key="8069228"

[[image:ed526b:220px-Arete_in_Ephesus.jpg align="right" caption="Statue of Arete in Celsus' Library in Ephesus."]] What About Quality?
The majority of course tasks take place in real communities of teachers and students. This means other people will use your work in their teaching and learning. Also, other course members will use earlier tasks for later tasks. Take good care of these people by doing quality work.

You will probably get comments and feedback from other people as you do the work. This will help with the quality. For example, teachers who blog actively often say they learn more from writing and comments than from any textbook they've ever used.

Within our course group, we will use the Revisit marker for quality. Some of the Revisit requests will happen because you made an interesting and exciting point that other course members plan to use in their work, and they want more information. Other requests will come because people see a meaningful way to raise the quality of the content. In other words, revisits can make your content both broader and deeper.

Here are example rubrics for different types of tasks. If you have doubts on what makes a quality contribution for each task, you can start from these. If you want more, you can search the web for "What makes a good ___" (blog, article, game, presentation).


 * [|Blog post standards] by Maria Andersen
 * [|Article review rubric] by Kristin Hines
 * [|Good practices in Twitter chats] by Shelly Terrell and Tara Benwell
 * [|What makes a good screencast] by Scott
 * [|Rubric for assessing interactive projects] by Karen Randall