Assessment is an essential dimension of our learning experiences. In addition to determining and certifying the degree to which learning outcomes have been met, assessment “directs attention to what is important. It acts as an incentive for study. And it has a powerful effect on what students do and how they do it.” (Boud & Falchikov, 2007, p. 3). The meaning and scope of “assessing student learning” have evolved as our understanding of how assessment practices can motivate and engage learners, and how reflection and feedback on these experiences can have a significant impact on learning (Fink, 2013; Weimer, 2013).
Assessment is an important, if not the most important, activity of quality teaching and student learning.
Most issues, concerns and complications with teaching and learning often come back to something not working with the formative and/or summative assessment methods.
To help instructors make evidence-informed decisions and adapt their current strategies to enhance student learning this webpage and PDFÂ provide instructors with a comprehensive overview of key principles.
The principles emerged from a literature review conducted in 2016 by the University of Calgary’s teaching and learning centre using the following key phrases: assessment principles in higher education; post-secondary principles of assessment; assessment theory in higher education; and student-focused assessment in higher education.
The 29 principles were enhanced with recent research and North Island College specific policies to provide a one-stop document for instructors and departments to consult and frequently reference.
Here is the listing of the 29 principles. See this webpage and PDFÂ handout for more details. How many do you consider in designing student learning experiences?
- Assessment and Evaluation Mean Different Things
- Three Aspects of Assessment: AS, OF and FOR
- Focus on a Comprehensive Design with Few to No Timed Tests
- Authentic Assessment Reflects Realistic Learning
- Assessment is Developmental
- Assessment is a Continuous Process
- Assessment is a Learning Partnership Between Instructors and Students
- Consider Separating Grades from Feedback – Alternatives to Grades
- Trust Students
- Don’t Make Assessment and Evaluation Complicated
- Be Transparent, Fair and Clear with Assessment Processes
- Align Learning Outcomes with Assessment and Instruction
- Assessment Feedback is for Always Improving Learning
- Provide Multiple Assessments for Feedback
- Do Not Grade Participation – or Penalize Students for Late Assignments
- Foster Confidence Rather than Anxiety
- Use Varied Assessment and Evaluation Methods Across Varied Learning Domains
- Incorporate Self-Assessment Activities
- Engage Students in Peer Assessment
- Be Accountable for Individual Student Learning – Be Careful with Group Evaluations
- Assess Process – Not Just Product
- Respect Cultural and Individual Diversity
- Instructors are Always Learning About Assessment
- Gather Assessment Evidence for Enhancing Practice
- Develop Efficient and Effective Practices
- Use NIC Grade Scale and Submit Grades on Time
- Follow NIC Policy 3-33 on Evaluation of Student Performance
- Share Assessment Plan via Course Outline
- Promote a Culture of Assessment
