Thanks for posting about this. It is an area that I am currently exploring.
In both my statistics course and my Quantitative Reasoning course, I am using project-oriented assessment. The statistics course is presented as an asynchronous environment, while the QR course has some in-person meetings. For controlled assessment, I require each student to schedule two synchronous interview times with me during the term. I have about 65 students registered per term, with maybe 45 completing the projects, and I teach a reduced load, so this works for me. I have a lot of flexibility with my time, and I spend 30 minutes per student.
During the interviews, I give them a new scenario, and ask them to use the techniques from the project to analyze the new scenario. I don't focus on specific correct answers, but I focus on investigating their learning process, and their broader conceptual understanding. If a student shows significant areas where they are missing important concepts, then I require an additional interview to address those things. That is seldom necessary, since most students who are missing such things are not fully engaged with the course.
There are two related issues that come with these interviews. Students who are on a track to transfer to a four-year college have a bit more background in math, compared to the standard associate's degree program students. I think it's a bit easier for the former to have confidence about being in an interview. However, students in non-STEM tracks may have more negative experiences with math, which can create a lot of anxiety around the interview process. It takes effort on my part, and on their part, in and out of the classroom, to create a positive relationship that is the basis for good communication.
My perspective is that 30 minutes for two meetings in a term is not an excessive synchronous commitment for an asynchronous course. Your situation may not be the same.
I would be happy to answer any questions regarding my experience.
------------------------------
Rick Powers
Instructor
Western Technical College
La Crosse WI
powersr@westerntc.edu------------------------------
Original Message:
Sent: 02-02-2024 14:00:57
From: Joni Pirnot
Subject: How to Proctor Projects?
In Florida, two new courses will be offered starting Fall 2024 that will use projects to engage students that are non-STEM majors in applications of mathematics. My college wants to adhere to AMATYC's position that proctored and controlled assessments should comprise a meaningful portion (50% or more) of the course grade.
Does anyone have suggestions as to how projects can be "proctored and/or controlled", especially in an asynchronous online environment?
------------------------------
Joni Pirnot
State College of Florida
Bradenton FL
------------------------------