Assessment and Measurement

Assessments and learning objectives align in a clear and direct way. The assessment formats provide a reasonable way to measure the stated learning objectives. As a reviewer, consider both the course and module/unit learning objectives in your assessment of this standard. (Note: At some institutions, Learning Objectives may be called Learning Outcomes.)

Quality Matters Suggestion of Objective/Assessment Alignment:

1. A problem analysis evaluates critical thinking skills.
2. A multiple choice quiz verifies vocabulary knowledge.
3. A composition assesses writing skills.

Quality Matters Example of Inconsistent Alignment Between Learning Objectives and Assessment:

1. The objective is to be able to write a persuasive essay but the assessment is a multiple choice test.
2. The objective is to demonstrate discipline-specific information literacy and the assessment is a rubric-scored term paper, but students are not given any practice with information literacy skills on smaller assignments.

Some assessments may be geared towards meeting objectives other than those stated in the course; for example, a course may have a writing component as part of a college-wide Writing Across the Curriculum requirement. In that case, the reviewer should suggest that these including appropriate objectives also be stated within the course.

Special situations: In some cases (check the Instructor Worksheet), the course objectives are institutionally mandated and the individual instructor does not have the authority to change them. For such cases, consider instead the module/unit-level objectives to assess and score Standard III.1.

Alignment: This standard is included in Alignment (Critical course components work together to ensure that students achieve the desired learning outcomes).

A clear explanation indicates how the course grade is computed. The points, percentages, and weights for each component of the course grade are clearly stated. The relationship(s) between points, percentages, weights, and letter grades are explained. The instructors policy on late submissions is clearly stated.

Review the clarity of the explanation and presentation to the student, not the simplicity or complexity of a given grading system itself. A relatively complex grading system can still be unambiguous and easy to understand.

Students are provided with a clear and meaningful description of the criteria that will be used to assess and evaluate their work and participation in the course. These criteria are stated up-front at the beginning of the course. This description and/or statement of criteria provides students with clear guidance as to the expectations and required components of work and participation. These criteria give students a clear idea of how to strive for a particular grade on an assignment or activity.

In addition, these criteria can be used to focus the instructors subsequent feedback to students, feedback that is meaningful and that gives students useful guidance for future growth and improvement. Note, however, that as a reviewer you are not being asked to look for and evaluate the instructors feedback to students in Standard III.3.

Multiple assessment strategies are used in both the online and face-to-face settings, and they are appropriate to the content of and format in which they are implemented. Assessments are varied to provide multiple avenues for the demonstration of mastery, and to accommodate multiple learning styles.

The assessments are appropriately sequenced to facilitate the learning process and to build on previously mastered knowledge and skills gained in this and pre-requisite courses. Assessments are paced to give students adequate time to achieve mastery and complete the work in a thoughtful manner.

Examples that DO meet the standard:

1. A series of assessments that progress from the definition of terms, to a short paper explaining the relationship between various theoretical concepts, to a term paper that includes the application of theoretical concepts and critical analysis of a journal article.
2. Multiple types of assessment which enable the instructor to become familiar with an individual students work and which discourage proxy cheating (someone other than the student completing and submitting work).
3. A series of assessments evenly paced every 2 weeks throughout the course.

Examples that do NOT meet the standard:

1. The entire set of assessments consists of 5 multiple choice tests.
2. The first assessment requires students to locate research materials, while library research skills and methods arent covered until the third assessment.
3. No assessments are administered during the first 12 weeks of the semester, with an essay, term paper, and final exam due during the 13th, 14th, and 15th weeks, respectively.

Students have ample opportunity to measure their own learning progress. Students learn more effectively if they receive frequent, meaningful, and timely feedback. This feedback may come from the instructor directly, from assignments and assessments that have feedback built into them, or even from other students.

Look for examples of self-check quizzes and activities, as well as other types of practice opportunities that provide timely feedback. These types of assignments should be voluntary or allow multiple attempts.

Quality Matters Suggestions:

1. Writing assignments that allow for the submission of a draft for instructor comment and suggestions for improvement.
2. Self-mastery tests and quizzes that include informative feedback with each answer choice.
3. Interactive games and simulation that have feedback built in.
4. Practice quizzes.
5. Practice written assignments.
6. Peer reviews.
7. Model papers or essays provided for students viewing.
8. Sample answers or answer keys provided for students viewing.