High-Stakes Assignments

High-Stakes Assignments

High-stakes assignments frequently require more time, more effort, and more feedback. Their purpose is to engage the student in the process of carefully drafting and editing a response to a reflective prompt involving higher-level thinking skills, and they usually include a grade and/or written feedback from the instructor including comments and use of a rubric. High-stakes assignments are most successful when they are preceded by low-stakes reflections that address key issues related to the prompt, allowing students to build a response from interim reflective assignments as well as receive feedback on their progress. This cumulative process will more likely result in deeper reflection and more effectively prepared written responses. An example of an effective high-stakes assignment is the integrative learning portfolio, which encourages students to reflect on particular skills and experiences and is organized by learning outcomes and/or other areas instrumental to assess learning. Students can build the portfolio sections through low-stakes assignments, receive instructor feedback and peer reviews, revise and edit the work before submitting it for a grade or formal assessment. This type of portfolio can be continually developed and revised as a student progresses through his/her curriculum.

The following list of activities are described according to how each could be used to facilitate reflection and how each could be implemented as a low-or high-stakes assessment. Remember that any reflection activity will need to address fundamental design questions:

1. Who are my learners?

2. What are the course or activity outcomes?

3. How will I assess learning?

Activities

• • Digital storytelling

  • Online journals: blogs, video blogs

  • Collaborative projects: wikis, websites, documents

  • Scenarios

  • Integrative learning portfolios

  • Learning journals

  • Timeline of activities and reflections