3B: Types of Assessments
Once you have determined what evidence you want students to provide, you can think about how they might provide it. Can this evidence be provided by answering questions on an exam? Would it be better provided through writing a paper, giving a presentation, engaging in a group project, etc.?
You may already have certain types of assessments in mind, but don't feel limited to the assessments you've used in the past. Now is the time to consider what makes the most sense given your learning outcomes, the evidence that you are looking for, and the possibility that assessment will be done in a virtual environment.
Different skills, different assessments
Selecting the right type of assignment often depends on what you are trying to assess. Are you assessing students’ understanding of basic knowledge, or their ability to analyze and evaluate?
- Review this grid Download this grid for suggestions of activities and question stems for different levels of Bloom’s taxonomy of cognitive development;
- Review this table Download this table for similar suggestions for Fink’s taxonomy of significant learning.
Different modalities, different assessments
If you are designing an online or hybrid course, the form of your assessments may look a little different, or may just need to be offered using different tools.
- Review this grid Links to an external site. of low-tech, mid-tech and high-tech options for assessing students virtually
- Rutger's page on Remote Exams and Assessments Links to an external site. has several ideas about how to replace online exams with other types of assessments (and check out the links at the bottom of that page for even more ideas)
Aligning Outcomes and Assessments
Using your notes about the evidence you want to see for each of your CLOs, fill in the first two columns of this alignment grid Download this alignment grid to begin identifying the specific assessments you might use.
IMPORTANT NOTE: Given uncertainties about the fall, it would be wise to consider and prepare for multiple options. It is generally more flexible to design for an online class; if it turns out we are able to be face-to-face, the transition will likely be less disruptive than if you design for a face-to-face class and have to transition to virtual. An added bonus: if you are prepared for different options, you may be able to offer students more choices, regardless of what happens (see box below).
Establish Clear Standards and Criteria
To increase transparency, you want to make sure students understand not only what to do but how they will be evaluated. The third column of the alignment grid Download the alignment grid asks you to begin identifying the specific criteria you will use to evaluate your assessments. A good place to start is to consider what "A", "C" and "F" work might look like.
Can you give students choices?
Recall that among the key principles of effective and inclusive teaching are flexibility and being identity-conscious. Giving students choices in their learning activities and assessments is one way to incorporate both these principles.
For example: might there be multiple ways that students could provide the evidence of learning you are looking for? Instead of always assigning a paper, could you give them the choice of writing a paper or giving a presentation (or creating a video, etc.)? Within a given assignment, can you allow student to make choices about topics or focus?