Assessment Design
Assessment Design
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Assessment design is a critical part of the overall course design process that looks at the evaluation methods that will be used to measure student learning.
Assessments should:
Assessments should:
Provide students with a variety of opportunities to practice and demonstrate learning, comprehension, and achievement of course outcomes.
Align with the course-level student learning outcomes.
While working through the assessment design process, ask yourself:
While working through the assessment design process, ask yourself:
Are all Student Learning Outcomes (SLOs) being assessed?
Are all SLOs being assessed at the desired level of rigor? For example: Lectures and reading quizzes are great for establishing or verifying factual knowledge, but less appropriate for evaluating students' ability to synthesis or create.
Important Note:
Important Note:
Some courses use required course materials and assessments set by the Program or Department.
If you have questions about required course materials or assessments, please contact your program lead or Department.
Assessment Evidence vs. Learning Experiences
Assessment Evidence vs. Learning Experiences
Assessment Evidence
Assessment Evidence
Direct evidence of student learning; generated by faculty using assessment methods.
The main assessment and performance tasks that students will complete in order to demonstrate achievement of the Student Learning Outcomes.
Many times, the higher-stakes, summative assessment opportunities used throughout a unit, course or term.
Learning Experiences
Learning Experiences
The tasks that will help students successfully complete the main assessments and therefore, achieve the Student Learning Outcomes.
Many times, the lower-stakes, formative assessment opportunities that will enable students to successfully complete the higher-stakes assessment evidence.
Formative and Summative Assessment
Formative and Summative Assessment
Assessment is a broad category that encompasses both formative (lower-stakes) learning activities, as well as summative (higher-stakes) assessments. While assessment can look and feel different course to course, courses should include a variety of both formative and summative assessment opportunities.
Formative Assessment aims to monitor student learning to provide on-going feedback that can be used by instructors to improve teaching, and by students to improve learning by identifying strengths and weaknesses.
Generally low-stakes, low point value, or no point value.
Learning activities that could include discussions, quizzes, self-checks, in-class activities, worksheets, journals, etc.
Click here to learn more about Formative Assessment, including resources and LCC-specific examples.
Summative Assessment aims to evaluate student learning at the end of a unit, course, or term. Summative assessments can be distributed throughout a course, not just at the end.
Often high-stakes, heavily weighted, or high point value.
Major course assessments that could include a mid-term, final exam, final project, research project, etc.
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