Once the learning goals have been clearly articulated, it is time to start thinking about the kinds of activities and assessments students will complete as they work toward achieving those goals. Thinking carefully and intentionally about the purpose of each graded activity students will complete will make the work more meaningful: “Using the assessment tool as a learning tool, rather than a ‘jump-through-the-hoop’ activity or a measurement exercise, can enhance the learning experience” (Conrad 6). In other words, don’t assign what might feel like "busy work" to students. Aligning the assessments with the course-level and module-level objectives will ensure that the work students do throughout the semester helps them achieve their end learning goals.
Summative assessments derive directly from the learning outcomes. Instructors use summative assessments to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period—typically at the end of a project, unit, course, semester. They include assessments such as research essays, end-of-unit exams, presentations, and portfolios (Nilson, 2018). Most courses typically include two to three heavily weighted summative assessments. Planning when these assessments will be due before planning the other learning activities such as readings, viewings, and formative assessment will help you figure out the activities students could participate in to help them perform well when the time comes for evaluation.
Fun fact: Students learn better when getting feedback on summative assignments a few weeks after it was submitted. In other words, don't feel so guilty about taking a couple of weeks to grade major projects. Allowing students time to process their work and their work process helps them to see their work and your evaluation of it more objectively.
Formative assessments, unlike summative assessments, are usually low-stakes opportunities for students to apply the knowledge they are acquiring, self-assess their comprehension, and develop the skills they'll need to succeed. Formative assessments include activities such as diagnostic quizzes, comprehension quizzes with multiple attempts, discussions, short analytical writings, and metacognitive reflections on the learning process. It should be made clear to students that it is OK to fail on these formative assessments because humans often learn best from our mistakes (Brown, 2014). It is important that students receive quick and substantive feedback so that they know exactly what they need to do to improve and perform better. Rather than acting as evaluators, instructors are acting as guides or coaches when offering feedback on formative assessments. Formative assessments make up a kind of scaffold that allows students to build toward competency and independence.
Brown, Roediger, and McDaniel. (2014). Make it Stick: The Science of Successful Learning. Belknap Press.
Conrad, D., & Openo, J. (2018). Assessment Strategies for Online Learning: Engagement and Authenticity. Athabasca University Press.
Darby, F., & Lang, J. (2019). Small Teaching Online. San Francisco, CA: Jossey-Bass.
Lieberman, M. (2018, October 31). Q&A: Toward Better Assessments in Online Courses. InsideHigherEd. https://www.insidehighered.com/digital-learning/article/2018/10/31/qa-strategies-better-assessments-online-learning
“Standards from the Quality Matters Higher Education Rubric, 6th Edition." Retrieved from https://www.qualitymatters.org/sites/default/files/PDFs/StandardsfromtheQMHigherEducationRubric.pdf
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development ASCD
Perry Kirk, Lecturer, Art
pkirk@westga.edu
If you use any information from this site, please cite it appropriately:
UWG Center for Teaching & Learning. (2021, August 17). How do I design meaningful online learning assessments? UWG Online Teaching Faculty Toolkit.https://sites.google.com/westga.edu/onlineteachingfacultytoolkit/online-teaching-faculty-toolkit