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A Designer’s Log Case Studies in Instructional Design- P26:This book deals with the design of distance education at an emerging dual-mode university, that is, a university offering courses both on-campus and via distance education or online in a variety of manners. It was written from the point of view of an instructional designer (ID) working alongside university professors in designing their courses for distance delivery | criteria Everyone must participate.number of student interventions X number of times Even if what they have to say is not relevant to the discussion I don t think so. I wracked my brain for various assessment strategies I had seen in the literature and the idea of the reading grid came to mind as the student was doing his her reading they would complete an analytical grid with which they had been provided. Granted it is not a direct way of measuring in-class participation. However it was indicative of preparation for participation and it had the benefit of being an activity which if carried out correctly by the student would likely have a direct and positive effect on participation. For how can a student participate intelligently in a discussion if he or she has not done the necessary readings By assessing a student s preparation for class would that not put professors on firmer ground to more accurately assess the quality and relevance of each student s participation If so this would mean that individual or even team reading grids would need to be developed. I could already hear the professor groaning more work. On the other hand it reminded me of the old Quebecois saying No money no candy. Session 4 During this working session I broached the question of how to distribute points how the importance of each of the activities planned would be weighted the reasons for awarding points as well as how many for each activity. I shared my idea of developing reading grids which could be used to determine who was truly preparing for the course and who was not. I explained that I was basing my reasoning on the fact that in order to be able to assess something one must have both criteria and instruments. This discussion also brought to mind the idea that it is harder to assess and award points to a process than it is to a product unless the process has clearly-defined assessment criteria and known performance indicators. I have found that faculty are often forced to assess .
