Course Redesign Guidelines for Alternative Assessment

Getting Started: Considerations and Best Practice

When changing an assessment or enhancing an existing one, there are steps to be considered. The resources available on Teach Anywhere consistently emphasize to start small. Perhaps you begin with adjusting a rubric or you replace an assessment that you inherited when you took over the course and that you feel does not accurately evaluate student learning.

List of Helpful Resources

These pages about alternative assessment have been developed with the 4 pillars of alternative assessment in mind.

Tips to Begin

The 4 pillars are indicated in relevant areas throughout.

  • Having a strong rationale for the change will be motivating.
  • Rationale can also be shared with students.
  • Clearly define the knowledge and skills students should demonstrate by the end of the course, and which relate to this assignment.
  • Determine how the learning outcomes align with course assessments or if updates or improvements may be required (this learning outcome alignment chart can assist). This is called constructive alignment.
  • Determine which of the learning outcomes could be enhanced by integrating an alternative assessment.
  • Determine which of the learning outcomes could be enhanced by integrating an alternative assessment.

  More can be found about learning outcomes on Teach Anywhere.                 

  • Select an alternative method that best measures the course learning outcomes and that aligns with teaching and learning activities.
  • There are numerous examples of alternative assessment within the teach anywhere pages.
  • Reflect on the 4 pillars to help you choose.
  • CTLI can also help you with ideas and suggestions!
  • Provide students with clear and succinct criteria to help them understand what is expected in the assessment.
  • Consider making a short Kaltura video to post on Brightspace that explains the assessment and expectations.
  • Decide on how you will identify if the student has met the desired competencies/achieved the grade. Consult CTLI for feedback and further suggestions.
  • Use rubrics or alternate marking schemes that remove the emphasis on a grade to provide meaningful feedback that supports student growth
    (pillar #3: marks indicate progress).
  • Integrate ways that encourage students to think about their own thinking and learning – Peer evaluation and self-assessment, for example.
  • Consider the feedback loop in the 4 pillars of assessment.
  • Review information provided about giving and receiving feedback.
  • Consider providing class time to have students read the feedback and discuss/ask for further clarification.
  • Guide students though the process, using clear and transparent language (pillar #1: Clearly defined standards).
  • Gather feedback from students, peers and your own reflections to evaluate and revise the assessment as needed for future use.
  • Scaffold assignments to encourage resubmissions or even better resubmissions demonstrating application of feedback (pillar #4: reassessment without penalty).
  • Stay informed on new alternative assessment ideas.
  • Consider enhancing/changing the assessment based on reflection and feedback

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