DE Guideline 6 (DEG6): Assessment and Feedback
DE Guideline 6 (DEG6): Assessment and Feedback
Embedded Files
DEG6 focuses on 'Assessment and Feedback,' emphasizing the importance of using thoughtful, aligned assessments to support student learning and track progress. This guideline encourages the use of varied, well-sequenced assessments that clearly measure achievement of learning objectives and provide students with timely, transparent feedback. From rubrics and gradebooks to opportunities for self-reflection and student input, DEG6 supports a comprehensive approach to assessment that promotes clarity, accountability, and continuous improvement. Here, you’ll find strategies to design meaningful assessments and create a course environment where students understand how they’re doing, and how to keep moving forward.
DEG 6 Sub-Guidelines
DEG 6 Sub-Guidelines
Examples & Insights
Examples & Insights
6.1
The course assessments measure the achievement of the learning objectives/outcomes.
Assessments measure learner progress and mastery of course and module objectives.
🎯 Purpose
Assessments should directly connect to the course and module learning objectives. They should measure whether students are actually learning what the course set out to teach.
6.2
The course assessments are sequenced, varied, and appropriate.
Assessments are sequenced and/or scaffolded and provided at regular intervals throughout the term.
Formative assessments help lead to summative assessments.
Assessments are varied to provide multiple ways for students to demonstrate progress and mastery.
Assessments are appropriate for the course level.
Consider including opportunities for self-assessment. Self-assessment plays a role in learner self-efficacy, fosters learners’ abilities to construct meaning, and promotes metacognition. By asking students to check their skill mastery levels, or reflect on their own work, they learn to examine their own reasoning and decision-making process.
💡 Tip
Utilize Canvas Modules to easily organize content, guide students through a logical learning sequence, and keep everything in one accessible place.
6.3
The course has clear assessment criteria for assignments. Rubrics are recommended as a best practice for communicating criteria and achievement levels for assignments in online courses.
They:
Make learning targets clearer
Guide the design and delivery of instruction
Normalize the assessment process
Give students self- and peer-assessment guidelines.
💡 Tip & 📍 Placement Suggestion
Use rubrics for transparent grading
Placing a rubric at the bottom of your Canvas assignment helps students understand how their work will be graded. It promotes transparency and supports more consistent, fair evaluation.
6.4
The course has an online gradebook for students.
By providing easy access to an up-to-date gradebook, students have the ability to check in on their progress continuously throughout the term. The added functionality and reporting features enable the instructor to review and analyze the gradebook, as well as create reports on student progress and course completion.
💡 Tip & 📍 Placement Suggestion
The Canvas gradebook should be kept up to date and visible to students so they can regularly check their progress. In addition to updating grades consistently, it’s helpful to include your grading timeline in the syllabus so students know when to expect feedback.
📌 Example
"Grades will be updated by the next class meeting (typically within two days), unless otherwise noted in the assignment instructions."
This not only sets clear expectations but also supports transparency and student accountability.
6.5
The course has at least one opportunity for feedback from students on all aspects of the course.
This may include but is not limited to the course evaluation via Course Evaluation System (CES)
💡 Tip
Looking for more feedback?
In addition to end-of-course evaluations, instructors can contact the CTL to request a mid-semester evaluation to gather student feedback and make timely adjustments.
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