Bloom’s Taxonomy by K. Ainsqatsi is licensed under CC BY-SA 3.0

Link to Resources Page

Final Project: Word Shift

(The Learning Objective and rubric are associated with the final project now, rather than the mid-term.)

Learning Objective

Given instructional resources, groups of students will correctly apply MLA formatting to a document with 90 percent accuracy in two attempts, based on a grading rubric.

Learning Rubric for MLA Formatting


Grading Rubric for MLA Page Formatting Group Exercise




(I redesigned the Learning Objective and Rubric. Haven’t figured out how to delete this old section.)



Pre-Course Survey

This 10-question student survey on Survey Monkey was designed to find out more about how comfortable students are with Blackboard and the online environment, as well as their confidence with college writing.



Assessment Taxonomy Table

Provides an assessment for four learning objectives, based on Bloom’s Revised Taxonomy. Ultimately, it will be used for the final project in the course.

Final Project Assessment Taxonomy Table

Final Taxonomy


“Jagged” by Baron Reznik on Flickr is licensed under CC BY-NC-SA 2.0

Jagged Learning

This wiki is a team project for the course mid-term. We each selected an assessment tool  to evaluate and put everything together into one toolbox. Our work analyzed the collaborative tool, Adobe Connect; the audio-visual tool, VoiceThread; and the testing tool, Kahoot! which is an online game.


From Week One

  1. Icebreaker Post:

Hello, everybody. My name is Lorna Nelson, and I teach community college English in central Virginia. I am adopting Maggie’s handle-style for the discussion board for easier identification. (Good idea!) I moved to Lynchburg several years ago from Durham, North Carolina, for this job and am still suffering some culture shock.

My hats-quiz result was a little dubious: ESTJ – The Executive. TBH, I kind of selected hats by color, and as far as my executive abilities, have you ever heard of managing cats? Well, that’s about how well I manage people.

I chose the rainbow hat as my crazy hat–the one hat I did notice with a message: All are welcomed in my classroom.

Very excited to be here and looking forward to working with you all!


This artifact was created on the Icebreaker forum for the class, which was wisely broken into two groups. We took a personality type survey based on hat choices and used the result to introduce ourselves to the group. This was a fun exercise that really did work to break the ice and get people talking!

Maggie’s instructions were clear and helped to put me at ease:

“Let’s get to know each other better!Shaking hands

If you use social media you’ve likely taken, or at least observed others taking, one of the personality quizzes recently circulating the Internet. Quiz results are one of the most shared pieces of information on sites such as Facebook. These quizzes, at most times, are simple personality tests that gauge someone’s answers based on their preferences. The following quiz is a fun quiz based on personality: What’s Your Personality Type?

Please take the quiz. Then share your results on the Module One Discussion Board. How accurate was your result? As part of your response, include your preferred name to be used during this course and add some autobiographical information, such as your geographical location and your current career or teaching position.”

I loved this icebreaker and will probably steal it because it was fun and effective. The way the intro forum was structured worked much better than, tell us something memorable about yourself!

2. Screenshot of Class Wiki on Netiquette


For me, this wiki was another fun exercise, although I didn’t see it as an assessment tool, other than for being able to follow directions. Using a wiki like this, rather than to make corrections to already posted content is a much safer way to start out with a class wiki. Also, the colors and fonts allow for some individuality. On Blackboard, my college’s current learning management system, the wiki is just plain ugly! No room for creativity, like this one. I plan to look around for another platform.

3. Here is my response for the “Test Yourself” Reusable Learning Object (RLO) in Module 2:

Yes, I agree with my results. I originally chose “Assessment is used to monitor learning” for the incorrect category. Overall, to make the shift from assessment as a convenience for instruction and monitoring to assessment as a true learning tool will take some work: I will need to restructure some of my assignments. In post-secondary writing courses, at least where I teach, we are still using assessment primarily to sort students by making the final grade on an all-important essay count so much. This approach doesn’t serve learning as well as it should. This was a cool exercise!

This assignment helped me clarify a goal in this course: increasing formative assessments for student writing and using technology (wisely) to do so.