Assessment Basics

Creating a new course or reviewing a current course can be a great opportunity to reflect on and adjust student assessments. Effective, rigorous assessments can be facilitated in any learning environment.

Watch the 2-minute video to the right to learn some key considerations when thinking about assessment.

Principles of assessments

To effectively explore assessment, it is essential to understand the fundamental principles. Principles refer to a set of guidelines that should be adhered to when designing and conducting assessments ensuring they are fair, reliable, and relevant to the learning outcomes. Essentially, they provide a framework for creating evaluations that accurately measure a student’s knowledge and capabilities.

Designing good assessment, QLDSTudiesAuthority

Teach Anywhere identifies principles of assessment with a translation of how instructors can integrate the information into their own teaching practice.

How much is enough?

The concept of “how much is enough” in assessment refers to the minimum amount of data or evidence required to accurately evaluate a person’s skills or performance. This varies based on context, learning outcomes and the desired level of detail.

Key considerations include (and are not limited to):

  • The specific objectives of the assessment: Is it a high stake or a low stakes assessment? Memorial University provides clear delineation as to what constitutes high/low stakes assessments.
  • The developmental stage of the learner. For instance, expectations for an electrical foundations student differ from those of a fourth-year electrical apprenticeship student.
  • Alignment with course learning outcomes.
  • Adequate time allocation for students to achieve the desired results.
  • Institutional policies, such as NIC’s Policy 3-33 – Evaluation of student performance.

Robert Talbert (Grading for growth.com) discusses how to “strike a balance”.

Building assignments: Understanding Backward Design

Backward design is an instructional approach that aligns educational goals with assessments and learning activities. This method ensures purposeful teaching and the achievement of desired learning outcomes. The process involves three stages: identifying desired results, determining acceptable evidence, and planning learning activities. Each stage is outlined to provide a comprehensive understanding of backward design.

What do I want students to know how to do when they leave this course?

The first stage of backward design involves clearly defining what students should know and be able to do by the end of a learning experience. This includes setting specific learning outcomes that are aligned with educational standards. Instructors must consider the big ideas and essential questions that will guide the learning process. By establishing these desired results upfront, instructors can create a focused and coherent curriculum that addresses the needs of their students.

What kinds of tasks will reveal whether students have achieved the learning objectives I have identified?

Once the desired results are identified, the next step is to determine how to assess whether students have achieved those outcomes. This stage involves selecting appropriate assessment methods that will provide evidence of student learning. Instructors should consider both formative assessments (ongoing checks for understanding) and summative assessments (final evaluations) to gauge student progress. The goal is to ensure that the assessments are aligned with the desired results and accurately measure student understanding and skills.

What kinds of activities in and out of class will reinforce the learning objectives and prepare students for assessments?

The final stage of backward design is to plan the learning activities that will help students achieve the desired results and prepare them for the assessments. This involves designing engaging and effective instructional strategies that cater to diverse learning styles and needs. Instructors should consider the sequence and pacing of the activities, as well as the resources and materials required. The learning activities should be purposeful and directly linked to the desired outcomes, ensuring that students are actively engaged in their learning process.

Using an alignment resource such as the Course Outline Chart can support instructors to get started with constructive alignment and provide clarity and direction for students about what is expected in a course and how they will get there.

Having an understanding of basic assessment principles and institutional policy is key when designing assessments for a course. Backward design is a powerful framework for instructors to enhance their teaching practices and improve student learning outcomes. By starting with the end in mind, instructors can create a more focused and effective curriculum that aligns assessments with learning outcomes. The three-stage process of identifying desired results, determining acceptable evidence, and planning learning activities provides a structured approach to instructional design that benefits both instructors and students and is a reflective process.