Making assessment meaningful at the course level for continual improvement

Topic 1 Learning Objective 3 : Develop and implement assessment strategies that align with course learning outcomes and provide meaningful feedback on student learning.

Introduction

Assessment is an essential part of education and is critical for continual improvement in any educational setting. Assessment is necessary for measuring student performance and can provide valuable feedback to teachers and students. This topic explores how assessment can be made more meaningful at the course level to facilitate continual improvement. The topic will discuss the importance of assessment and its role in creating a rich teaching and learning culture. It will also discuss the various ways in which assessment can be made more meaningful at the course level, such as through technology, the collaboration between stakeholders, and creating an appropriate learning environment. Finally, it will discuss how meaningful assessment can benefit teachers and students in the long term.

General Background Readings/Viewings

Assessment is an essential component of teaching and learning, and designing effective assessment practices at the course level can help foster continuous improvement. To make assessment meaningful, faculty can use multiple sources of data to inform assessment, focus on student learning outcomes, and engage in ongoing dialogue to interpret and use assessment results. By incorporating formative assessment practices, faculty can move beyond traditional, summative assessments and develop a more holistic view of assessment. These practices can help faculty members continually improve their instruction and enhance student learning outcomes.

Metzler, E. T., & Kurz, L. (2018, November). Assessment 2.0: An organic supplement to standard assessment procedure. (Occasional Paper 36). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

Why is it crucial to conduct robust assessments?

The disconnection between institutional assessment efforts and individual courses, which impedes the ongoing development of individual courses and curricula, is a significant obstacle to assessing student learning in higher education. Although institutional assessment may measure the same learning outcomes across multiple courses, data are frequently collected, combined, and analyzed at the institution level, providing little insight into individual courses and curricular enhancement. According to Metzler and Kurz (2018), the data obtained from institutional evaluations are frequently not utilized for any purpose. In light of these obstacles, there is a need for additional research and investigation into the development of effective and integrated assessment practices that are aligned with course and program objectives, foster continuous improvement of individual courses and curricula, and promote meaningful student learning outcomes in higher education.

Assessment is necessary for measuring student performance and can provide instructors and students with valuable feedback. This topic examines how course-level assessment can be made more meaningful to facilitate continuous improvement. The topic will focus on the significance of assessment and its function in fostering a culture of teaching and learning. It will also examine the various ways in which course-level assessment can be made more meaningful, such as through the use of technology, collaboration between stakeholders, and the creation of an appropriate learning environment. Finally, it will discuss the long-term benefits of meaningful assessment for teachers and students.

Many assessment models are met with faculty apathy or opposition because they do not appear to provide instructors with direct benefits. To surmount this obstacle, it is necessary to employ alternative assessment strategies that enable instructors to see the direct utility of collecting assessment data.

How can assessors improve the process?

One effective approach is to focus on embedded assessments that link specific course assignments to stated learning outcomes. For instance, specific exam questions may correspond to certain learning outcomes, and success on those questions indicates that the students have successfully mastered the associated learning outcomes. For more complex projects, a detailed grading rubric can be used to articulate how well students have mastered the learning outcomes as part of the broader project.

By conducting curriculum mapping activities, faculty can use assessment results to make changes within their own departments. This is particularly beneficial if continual improvement is an institutional goal. Assessment should occur at the program level, where faculty can establish measurable learning outcomes, assess student performance, and adjust their courses and curriculum to address the need for improvement. This allows them to report on both their students’ success in reaching programmatic learning outcomes that align with institutional goals and on their progress in improving student success.

Critical Considerations for Senior Leaders

When assessing courses for continuous development, senior leadership and administrators of educational institutions must consider a number of crucial factors. Assessments should be designed to measure student learning and provide insight into the curriculum, instruction, and assessment's effectiveness. Administrators should consider strategies for leveraging assessment data to enhance instruction and learning, as well as identifying areas where students may require additional support or instruction. Additionally, they should ensure that assessments are valid, dependable, and fair, thereby encouraging student learning and engagement. In addition, administrators should consider how they can use assessments to ensure that the curriculum remains aligned with the institution's objectives and meets students' requirements.

Questions that Senior Leadership should Address

How can assessments be designed to provide students with meaningful feedback and facilitate their learning?
What data can be collected from assessments, and how can it be analyzed to identify areas for curriculum, instruction, and assessment improvement?
How can the validity, reliability, and fairness of assessments be improved to ensure that they accurately measure student learning?
What interventions can be created to address areas in which students struggle or do not meet learning objectives?
How can assessments be used to ensure that the curriculum remains aligned with the institution's objectives and meets students' needs?

By focusing on these concerns and assessing courses for continuous improvement, leaders can ensure that their institutions provide a quality education that prepares students for success in their academic and professional careers.

Approaches to Optimize Assessment

Align assessment with course learning outcomes:

Assessments should closely align with course learning outcomes to determine how well students are achieving the intended goals of the course.

Use a variety of assessment methods:

Administrators should use different assessment methods to get a more comprehensive understanding of student learning, identify areas where students are struggling and provide opportunities for improvement.

Provide constructive feedback:

Feedback should be timely, specific, and actionable to help students understand where they need to improve and how they can do so.

Involve students in the assessment process:

Students can provide feedback on their learning experiences, input on assessment methods, and self-assessment, thus making the assessment process more meaningful.

Use assessment data to inform teaching practices:

Assessment data can be used to inform teaching practices, identify areas for improvement, and adjust the course curriculum as needed.

Regularly evaluate and adjust assessment strategies:

Regular evaluation and adjustment of assessment strategies ensure their effectiveness and alignment with course learning outcomes, making them more effective in meeting the needs of students.

Use technology to support assessment:

Technology can be used to create and deliver assessments, automate grading, and provide instant feedback to students, making the assessment process more efficient and effective.

Create an appropriate learning environment:

Create a learning environment that supports assessment by providing opportunities for students to practice and receive feedback, ensuring that assessments align with course objectives and are relevant to the real-world context.

Preparation for Assignments/Assessments

Conduct research to gain a broader understanding of the role of assessment in promoting continual improvement in teaching and learning and to identify common challenges teachers face when implementing effective assessment practices at the course level. Consider how formative assessment practices can help address these challenges, for example by providing continuous feedback to students, enabling teachers to adjust their teaching strategies in real-time.

Assignments/Assessments

Reflection:

Analyze the role of assessment in fostering continual improvement in teaching and learning. What are some of the challenges instructors face in implementing effective assessment practices at the course level, and how can these be overcome? How can formative assessment practices help address these challenges?

Discussion Questions:

Discuss the key components of Assessment 2.0 as proposed by Metzler and Kurz. How can this approach help instructors move beyond traditional, summative assessment practices and foster continual improvement in teaching and learning?

References

Metzler, E. T., & Kurz, L. (2018, November). Assessment 2.0: An organic supplement to the standard assessment procedure. (Occasional Paper 36). Urbana, IL: the University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

Page updated

Report abuse