Section C: Assessment

Assessment address the variety and effectiveness of assessments within the course. Key elements include the authenticity and validity of assessments, the clarity of instructions for completing activities, and evidence of timely and regular feedback. 

 

Authenticity

  • Unlike traditional assessments, an authentic assessment isn't simply about measuring rote learning or having students remember and restate the information. Instead, authentic assessment focuses on students' ability to understand, analyze, and integrate instructional materials and apply that knowledge to meaningful, real-world examples. 
  • Authentic assessments typically allow time for students to reflect on their work, and in some instances, include collaboration with peers.
  • Examples of authentic assessment include:
    • performance of a skill
    • demonstrating use of a particular knowledge
    • simulations / role plays
    • portfolios
  • It's not always possible to mimic a real-world environment in every assessment, but, as much as possible, go beyond basic multiple choice or T/F questions that don't ask more of students than regurgitating facts.

 

Validity

  • We want to ensure the assessments we're using to measure student learning match with the original learning objectives.
  • For example, if an objective states that "students will compare and contrast impressionist and modernist art styles", the correlated assessment won't just be a true/false quiz on vocabulary terms. Instead, students will be given some way to demonstrate their ability to compare and contrast the topics, whether that be in a discussion prompt, an essay, a curated visual project or something else.

 

Clarity

  • Make it clear how students can successfully complete and submit the assessment and, ideally, let them know when and where they can expect feedback.
  • For example, if a student has to submit a quiz on Canvas, the instructions should include some of the following:
    • whether or not notes or open books are allowed
    • reminder that students should have a stable internet connection for the duration of the quiz or exam
    • if the quiz can be taken on the Canvas app or should be done on computer browser
    • directions on how to submit the quiz once it is complete

 

Variety of Assessments

Both formative and summative assessments have value in teaching and learning.

  • Formative Assessment
    • The idea behind formative assessment is to monitor learning while it's happening with the goal of determining comprehension, progress and learning needs. In other words, it's an effective way to improve teaching and learning for the current student. Formative assessments are typically low-stakes, like practice quizzes, first drafts, quick reflections or discussions.
  • Summative Assessment
    • Summative assessment, on the other hand, is designed to evaluate student learning by comparing it against some kind of benchmark or standard of performance. These assessments are often high-stakes, like mid-terms, final projects, or a senior recital.

 

Frequency

  • Testing is often seen as an unpleasant but necessary way to assess student performance. Here's an idea! Instead, think of testing as a useful teaching tool and develop a system that leverages the potential learning benefits of regular assessment, which are:
    • Improving students' metacognition. A student with strong metacognitive skills can therefore more successfully monitor, evaluate, and improve their learning
    • Active retrieval. The "effort" of retrieving information encodes it in long-term memory
    • Making mistakes. Receiving feedback on errors allows students to measure their progress and build on current knowledge (your feedback is crucial to this process!)
  • Because formative and summative assessments provide different measurements, including assessments--with feedback--regularly throughout the course supports strong learning outcomes.

 

Feedback

  • Students often don't know what to expect in terms of feedback from you. Those new to Canvas may not know how to access the feedback in their Gradebook so it's good to include a resource for that.
  • Here's one example of how to format and explain assessment feedback in your Syllabus, Orientation module, or even in the assignment itself:
    • Grading Comments
      • Expected response times for grading are generally 1 week after due dates.
      • View grading comments by clicking on Grades in the course navigation menu and click on assignment comments Links to an external site. and rubric results Links to an external site..
      • Questions about grading comments should be directed to me via the Canvas Inbox. There is a Comment feature within assignment submissions but those can sometimes get buried, so an Inbox message is best to make sure I see it and receive a quick response.

Adapted from the CVC-OEI Course Design Resources

 

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