Assignments and Assessments

As you review the assignments and assessments for the course, ask the following guiding questions:

• Are you including prompts that encourage reflection to specific resources? 

• Are activities designed to encourage students to construct their knowledge through contextualized experiences/activities? 

• Can students engage with course material and respond to assignments in a variety of meaningful ways that includes real-world examples? 

• Are we as instructors considering our own biases when constructing and evaluating assessments?  

Are assignments assigned in stages so that subsequent assessments incorporate the students’ previous work and instructor feedback. 

• Are course activities aligned with core principles of universal learning design--i.e., are there multiple means of representation, action and expression, and/or engagement? 

• Does assessment/evaluation take into account the multiple ways that student learn and use authentic assessment principles?

• Do class assignments encourage students to connect course content to their sociocultural backgrounds and eclectic experiences and/or the socio-cultural backgrounds and experiences of others?