assessment for learning

3) students have a variety of ways to show that they have developed the targeted knowledge, skills, dispositions, etc. 

Students are provided opportunities to discuss the ways in which assignments provide evidence to address the assessment criteria.

• Provide students prompts/guiding questions to assist exploring how the assignments provide evidence of learning. Guiding questions are also useful in providing opportunities for reflecting on one’s knowledge, skills, etc. 

• Provide chose of problems on exam, ie: given 3 options, do 2.

• 3-3-3 HW problems: solve 3 easy and explain why they were easy, solve 3 hard and explain why they were hard, write 3 of your own similar problems.

• Assess students in a variety of ways: homework, quiz, test, presentations.

Students are provided an array of assignment options and activities aligned with learning outcomes.

• Assess students in a variety of ways: homework, quiz, test, presentations.

• Provide a range of assessments that are low stakes.

• Request student feedback on how they can demonstrate their learning on different types of assessments/assignments and modify syllabus.

• Transparent Assignment Design Template from Transparency in Learning and Teaching (TILT) Higher Ed provides a template for developing, explaining, and discussing class activities to connect the purpose, task, and criteria for success.

Students are invited to (co)create assignments and/or activities that align with learning outcomes.

• Strategies for Collecting Evidence of Student Understanding adapted from Dylan Wiliam’s 100 Formative Assessment Techniques and Scientific Thinking by Handel.

• A Critical Review of Research on Student Self-Assessment by Heidi Andrade reviews research on student self-assessment conducted between 2013 and 2018.

Students are provided opportunities to reflect on and share thoughts on how they have developed the targeted knowledge, skills, etc. 

• Student Self-Assessment from Cornell University Center for Teaching and Innovation defines self-assessment, lists considerations for using self-assessment, and provides ideas for getting started with self-assessment.

• UDL in Higher Ed website describes UDL, tips for getting started, and examples.

• An Equity-Based Evolution of Universal Design for Learning: Participatory Design for Intentional Inclusivity by Gayitri Kavita Indar calls for participatory design and critical theory understandings of UDL implementation.