Assessments
Assessments enable learners to demonstrate mastery of the stated SLOs.
Course activities align with the stated course and module SLOs. Each assessment should enable learners to meet the expected outcomes and allow the instructor to accurately measure the learner’s performance of the stated goals. Reviewers should consider the type of assessment tool used as well as the expected level of learning. For example, a quiz can enable learners to “identify specific architectural styles,” but it may not be as effective at measuring a learner’s ability to “evaluate interior design projects” unless open-ended questions are used.
Although the relationship between course activities and SLOs may appear to be obvious, best practice recommends explicitly defining that alignment within the assignment directions, module introductions, or a course map.
For more guidance on how to select or create aligned assessments, refer to the Developing Aligned and Authentic Assessments unit.
Clear expectations for assessments are provided, detailing their purpose, step-by-step directions, and grading criteria.
Every assignment in the course includes clear instructions that define the instructor’s expectations. Assignment parameters should define the activity’s purpose, detail step-by-step directions, and provide a transparent rubric or checklist that explains how learners will be evaluated.
The task’s purpose should help learners connect the assignment to the course and module SLOs, other course tasks, program outcomes, and/or real-world applications.
Assessment directions should also detail each step in the process required for the successful completion of the task. Instructions should specify the task expectations, related resources, and assignment allowances (such as the ability to use notes or peer support on an assessment).
Grading criteria should reflect assignment directions, illuminate performance expectations, and clarify how learners will be scored.
For more information on best practices related to assignment descriptions, refer to the Assignment Template.
Adequate support is provided to guide the learners to the completion of assignments.
The course provides sufficient support to assist learners in the completion of assignments. This could take the form of worked examples, links to relevant tutorials, provision of optional materials, scaffolding, instructor guidance, guided peer review, etc. Often, these resources appear within the assignment description, on a separate module resources page, or within Start Here. Ultimately, students should feel that they have adequate guidance to fulfill a task’s expectations and meet the related SLOs.
Students are given opportunities to develop knowledge, practice skills, gather feedback, and reflect on progress.
Learners have ample opportunity to practice the skills and knowledge needed for the high-stakes assignments in the course. Most often, this takes the shape of formative assessment tasks. That is, the course should offer lower-stakes assignments throughout the term that allow learners to try, fail, receive feedback, and try again in order to develop a mastery of the stated outcomes that will later be assessed in a more complex or weighty task. For example, learners may be required to discuss several case studies in a weekly discussion before writing an essay analyzing a case study similar in nature to those they have previously encountered.
Additionally, the course should build in opportunities for intentional learner reflection. Students who are taught to set learning goals, plan and enact strategies to meet those goals, and reflect on their own learning have a deeper grasp of the content and are able to extend the learning to other contexts. Reflection can be encouraged in many ways, from wikis requiring collective reflection on assignments and projects, to blogging or journaling individually, to writing reflection papers.
A variety of intentional instructional activities and modalities are used to engage learners authentically.
To accommodate diverse learners, the course activities offer a variety of avenues for learning demonstration. Generally, active learning begins where the student is currently functioning and then increases in skill level and cognitive demand as the course progresses. Students should engage in critical thinking by making connections with what they have learned in the past to what they are learning currently and then applying that new learning to authentic scenarios. Authenticity in assessments promotes learning by empowering learners to make real-life connections with the task.
Examples of active, engaged, authentic learning might include creating multimedia, doing live observations, role playing, listening to lectures and responding to a related discussion, interacting with others during a synchronous session, developing and delivering a presentation, or completing varied tasks that increase in levels of difficulty or challenge.
For more information on providing multiple means of engagement, action, and expression, refer to the Applying Universal Design for Learning unit.
Learner-to-learner interaction is encouraged through course activities.
Course activities promote and require appropriate levels of and opportunities for meaningful learner-to-learner interaction. Collaborative and cooperative learning may include peer evaluation, group projects, small group discussions, social annotation, peer instruction, collaborative brainstorming, jigsawed activities, think-pair-share, etc.
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