assessment, feedback, evaluation, & grading

ASSESSMENT, FEEDBACK, EVALUATION, & GRADING

Assessing Learning Outcomes

Assessment should be linked to learning outcomes.

Learning is measured to assess: Growth of student Teacher effectiveness

Assessments may include: papers, assignments, class participation, tests, quizzes, digital presentations, projects etc.

Use clear and definite terminology that are measurable and relate to a various levels of thinking (Bloom’s Taxonomy in Intro to Teaching course), e.g. identify, describe, apply, classify.

Provide specific instructions regarding grading, due dates and times, and location within the LMS to complete the assignment.

(Vai & Sosulski, 2011)

Ongoing and Varied Assessment

Ongoing assessment online provides multiple opportunities to improve upon and reinforce their knowledge and skills.

Ongoing assessment provides: Quantifiable evidence of learner progress. An opportunity for learners to test and apply their knowledge

and learning strategies. An opportunity for teachers to critically evaluate and reflect

upon instructional strategies. An opportunity for teachers to tweak their chosen method of

presenting course content.

Use a variety of assessment types since no single measurement technique (i.e. not just tests) can fairly and completely evaluate skills and knowledge.

Other activities include seminars, discussions, group projects, papers etc.


Teacher Feedback

Clear, detailed, and constructive feedback is a necessary component of student evaluation and subsequent learning, especially online. The role of feedback is to: Help the learner take practical steps to improve and progress

within the course and beyond. Clarify misconceptions and to correct mistakes.

Ongoing assessment engages the learner and requires timely and regular feedback such that he or she is given the opportunity to improve and guidance towards future learning as well as progress reinforcement.

Inform students how and when feedback will be given for particular assignments in the course information sheet.


Other Types of Feedback

Peer-to-peer Feedback Students learn how to critically assess the work of others. Assessing the work of others encourages self-reflection in the

student’s own work. Learners create work for a larger audience than just the

teacher. Through peer-to-peer discourse, multiple perspectives offer a

richer synthesis. Set up criteria for evaluation when requiring students to

evaluate other students’ work, particularly within the scope of group projects.

Guest Feedback Offers a real-world context for learners.

Automatic Computer-Generated Feedback Using the LMS (such as Blackboard), online tests can be

designed which offer instantaneous computer-generated feedback.

Provide descriptive feedback (why the selected answer was correct or incorrect).


Setting Learner Expectations

Clear grading criteria clarify learner expectations for each assessment.

Each graded item is explained clearly in the syllabus accompanied by a percentage designation.

Grading criteria are outlined in the course syllabus and corresponding assignments or activities.

The grading criteria detail how each item’s score correlates to the specific requirements for each assignment or activity (this can be done using a rubric).

For ungraded items, it is still important to specify expectations in order to make learners aware of the criteria for excellent performance and/or work.

The graded items are recorded in Grade Center. Include the following for each assignment:

Title, Instructions and requirements, Grading criteria, Due date, Submission procedures, Feedback turnaround and location.


Assessment of Activities

In the syllabus or Course Information Sheet, specify course expectations for assessment and participation as each element contributes to a final grade.

A rubric is an assessment tool which defines performance levels for different aspects of an activity. Blackboard provides an optional tool to design and attach

rubrics to assignments (see more information here). Feedback can be provided as comments from the

teacher or from peers when activities include discussion boards, blogs, wikis, group projects etc.

Feedback can be provided from the teacher for tests, journals, assignments using Grade Center or via personal e-mail.


Self-Assessment, Final Exams & Tests

Self-assessment and reflection Help students recognize their growth in their own

learning and to develop self-efficacy (belief in the relationship between effort and success), as well as recognize their pace of learning.

All assignments do not need to be graded, this can encourage a reflective process in students as they privately test their knowledge.

Final Exams & Tests These are common ways to assess student retention,

they can be appropriate depending on the subject. However, ensure that a variety of assessments are

provided such that students can demonstrate their grasp of the knowledge effectively.

A combination of tests and essays may better inform the instructor about student achievement.


Course Design Checklist

7.1 The relationship between learning outcomes and assessments is evident.

1.5 Assessments determine the degree to which the learners have achieved the required learning outcomes.

9.2 The size and due date for graded assignments are reasonable.

7.2 Course includes ongoing and frequent assessment

7.4 Graded assignments are varied (e.g. special projects, reflective assignments, research papers, case studies, presentations, group work, etc.)

8.2 Teacher feedback is provided in a timely fashion.

8.1 Teacher, peer-to-peer, guest, and automated feedback clarifies, amplifies, and extends the topic.

7.9 Criteria and procedures for peer review and evaluation are clear.


8.4 Self-correcting and self-assessment activities are used throughout the course to enable learners to vary the pace of their learning as is appropriate to the subject matter.

8.3 Students will know when and how they will receive feedback from instructors.

7.3 Graded elements are clearly distinguished from those that are ungraded.

9.4 The relationship between graded elements and the final grade is clear.

8.3 Students will know when and how they will receive feedback from instructors.

7.3 Graded elements are clearly distinguished from those that are ungraded.

9.4 The relationship between graded elements and the final grade is clear.


7.8 Grading criteria are outlined in the course syllabus and within the assignment or activity itself.

7.6 Students are given clear expectations and criteria for assignments. Examples are included for clarification when needed.

9.7 Students can easily track their progress. 9.6 Class participation/discussion should account for

15-30% of the final grade. 7.7 Criteria/rubrics clearly inform learners as to how

they will be assessed on specific assignments, such as online class participation.

8.4 Self-correcting and self-assessment activities are used throughout the course to enable learners to vary the pace of their learning s is appropriate to the subject matter.

References

Vai, M., & Sosulski, K. (2011). Essentials of Online Course Design: A Standards-Based Guide. Taylor & Francis.

assessment, feedback, evaluation, & grading

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