assessment for learning

2) students have opportunities to examine, challenge, and/or contribute to the assessment criteria. 

Students are provided opportunities to refine the assessment criteria. 

• Strategies for Sharing Learning Targets 12 techniques for sharing assessment or success criteria with students adapted from Dylan Wiliam’s Embedded Formative Assessment.

• Students respond to open-ended survey about assessment criteria.

• Use an instrument to capture students' opinions and ideas.

• How to Design Effective Rubrics Introduction to 5 steps to designing effective rubrics from the University of Nebraska Center for Transformative Teaching.

Students co-create assessment criteria (rubrics, checklists, agreements, etc) for classroom activities and assignments. 

• Getting Started with Rubrics presentation by Kevin Browning, Director, Center for Professional Development South Louisiana Community College with definitions and strategies.

• Co-Creating Rubrics with Students from the Center for Teaching & Learning, University of Colorado Boulder provides practical advice. 

• Stevens, D. D., & Levi, A. J. (2013). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning (second edition). Sterling, VA: Stylus.

Students have opportunities to explore examples that illustrate a variety of ways to address the assessment criteria.

• Rubric Best Practices, Examples, and Templates from North Carolina State University with basics and best practices for faculty new to rubric creation. 

• Equity and Assessment Moving Toward Culturally Responsive Assessment explores the relationship between equity and assessment, addressing the question: how can we ensure assessments are inclusive of diverse learners?

• Create discussion group rubrics as a group.

• Publish rubrics and ask for student feedback.

• Provide rubric for an assignment and ask for feedback about utility of rubric at end.

• Use whiteboard to have class help develop rubric for projects.

• Ask students to give specific feedback on the rubrics.

• Have students nominate or rank assessment criteria from a pre-assigned or student-generated list.

• Students suggest/create exam questions.