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Assessments

It is important to consider a wide range of assessment methods to ensure that students are being assessed with a focus on the goals you want them to attain. This assessment page contains the following topics:

  • Types of Assessment
  • Assessment (re)design with integrity in mind
  • 8 standards for designing online assignment instructions
  • Rubrics
  • Use Exam Wrappers to Enhance Student Learning

Types of Assessments

There are two types of assessments: formative and summative assessments.

Formative assessments

These low-stakes activities are essential to the learning process. They provide real-time information about student learning that can help instructors and students make adjustments that support their success. Formative assessments often serve as checkpoints within an instructional period (class session or module). They offer students an opportunity to check their understanding of the material and permit instructors to find learning gaps. Formative assessment should help students prepare for summative assessments. 

Examples of formative assessments include quizzes, polls, exam wrappers, small group discussions, surveys, and reflections. For more ideas, check out some of our Classroom Assessment Techniques.  

Summative assessments

Summative assessments are high-stakes evaluations. They are used to measure the extent of a student's learning and knowledge at the end of an instructional period, such as the end of a unit, course, or program. Summative assessments are usually graded and high-stakes.

Examples of summative assessments include exams, projects, term papers, presentations. Consider using a cycle of Formative and Summative assessment to maximize student success.

3 Levels of Assessment.jpg

Assessment (re)design with Integrity in Mind

Instructors sometimes combine two or more strategies to redesign their assessment activities to make the assessments relevant and manageable for students.

Project-based learning and problem-based learning

Alternative assessments such as project-based learning and problem-based learning require students to demonstrate their achievement of learning outcomes by applying the new knowledge and skills and solving complicated problems. Such projects usually last several weeks. Therefore, it is recommended that faculty provide scaffolded assignments and quality feedback to support student learning. Read more on alternatives to the traditional exam as measures of student learning outcomes.

Individualized assignments

When students are required to apply the course content to their real lives, it is almost impossible to cheat. In addition, students are more motivated and engaged in the learning process when they can 1) draw on their personal experience and 2) see the connection between the course and the real world problems or needs. Some examples include case studies, research projects, student-proposed projects, and service-learning projects.

Presentations or reflection videos

Instructors can require students to present their final project by presenting to the class or just the instructor. The presentation can be synchronous via a web conference tool (e.g., WebEx) or asynchronous (e.g., Kaltura video). It is recommended that instructors use specific guiding questions or structures and grading rubric to communicate their expectations. The presentation or individual reflection videos also provide valuable opportunities for students to organize their ideas and elaborate on what they have learned.

Scaffolded Assignments

Many alternative assessment methods last from several weeks to a whole semester. To make sure students are on track, instructors often use scaffolded assignments. Scaffolded assignments can break down the large assignments into smaller and more manageable steps that build on each other. Instructors can also provide high-quality feedback at the early stage and provide opportunities for students to make improvements. This strategy allows the instructor to:

  1. identify struggling students to provide the necessary support,
  2. identify the most challenging knowledge and skills, and
  3. focus on the learning process instead of the final product.

Collaboration 

For each assignment or exam, stating clearly how much collaboration is permissible will help students understand the instructor’s expectations. Some departments or course instructors also arrange online help sessions or group study sessions to help students better prepare for assignments and exams. This is especially important for group projects. Instructors need to clearly communicate which part can be group work and which parts need to be individual work.

8 Standards for Designing Online Assignment Instructions

To avoid confusion and questions about your assessments, it is important to design clear instructions for student assessments. There are some standard items to include in your instructions for all types of online assessments:

  1. Name of the assignment (this should be the same name as listed in the syllabus)
  2. Learning objective(s) to which this assignment relates.
  3. Date and time when the assignment is due.
  4. Any resources that you recommend students use to complete the assignment.
  5. Expectations (length, format, number and types of citations...).
  6. Amount of collaboration (individual assignments, group or team projects...).
  7. Process (how students turn in the assignment, how you will give feedback...).
  8. Grading criteria (include the rubric if you are using one).

By including these items, you give students a better idea of what you want them to do.

Rubrics

Rubrics are used to efficiently and consistently assess student performance.

Rubrics can help instructors in the following ways:

  • Be consistent in evaluating work from student to student.
  • Save time in grading, both short-term and long-term. 
  • Provide timely, effective feedback, and promote student learning in a sustainable way.
  • Clarify expectations and components of an assignment for both students and course TAs.
  • Refine teaching skills by evaluating rubric results.

Rubrics have the following benefits for students:

  • Understand expectations and components of an assignment.
  • Become more aware of their learning process and progress.
  • Improve work through timely and detailed feedback.

For help creating Rubrics, consider the steps in this Rubric Guide.

For help creating Rubrics in Brightspace, visit our Brightspace Guides.

Use Exam Wrappers to Enhance Student Learning

What is an Exam Wrapper?

Exams administered early in the semester (such as in the third week) can assess students' current performance and offer insightful feedback on their comprehension and study techniques. To help students analyze their performance and reflect on their study habits, instructors can use an exam wrapper. Exam wrappers are based on the principles of metacognition and self-regulation, which typically prompt students to:

  • Analyze their exam results and identify their strengths and weaknesses.
  • Reflect on the effectiveness of their study strategies/habits.
  • Make an action plan for future study or exam preparation based on their self-reflection.

How to Create Exam Wrappers?

There is no one right way to design exam wrappers. Consider the following guidelines:

  • Use open-ended questions that elicit relevant and critical reflection from students.
  • Include questions that address both the content (e.g., misunderstood topic) and the process of learning (e.g., exam preparation strategies).
  • Provide clear and specific instructions on how to complete and submit the exam wrapper.

Instructors can use the Brightspace Assignments tool to create exam wrappers. Visit the CELT Brightspace page to find specific guidance on Assignments creation.

How to Use Exam Wrappers?

Making the exam wrappers available does not guarantee improved student learning. However, here are some general tips to consider:

  • Explain to students the benefits of the exam wrapper and encourage critical reflection.
  • Give students enough time and space to complete the exam wrapper, preferably right after the exam is returned to students.
  • Encourage students to revisit their exam wrapper responses when preparing for the next exam. After the next exam, students will then be able to see if their plan has helped them as they monitor their progress and improvement.
  • Encourage student completion by offering bonus points.

Instructors can use the exam wrapper responses and provide feedback to struggling students on their reflections and action plans. In addition, the data collected can also inform instructors’ teaching and assessment practices.

Example Exam Wrapper Questions

The following are some examples of exam wrapper questions that instructors can adapt or modify for their own courses. Instructors can also create their own questions based on their specific goals and needs.

  • Exam Preparation:

    • How did you prepare for this exam? What study strategies did you use?
    • Approximately how much time did you spend studying?
    • Approximately how much time did you spend in each of the following activities in your exam preparation? 
      • Review the homework solutions (Time:________)
      • Review your own class notes (Time:________)
      • Reread the relevant chapters in the textbook (Time:________)
      • Take the practice exam (Time:________)
      • Other (Please specify: ________) (Time:________)

  • Expectation Gap

    • How do you feel about your performance on this exam?

  • Error Categorization:

    • What were the most common types of errors or mistakes that you made on the exam? What caused them?
    • Now that you have looked over your graded exam, calculate the points you lost due to the following:
      • Did Not Complete (Points: _______)
      • Carelessness (Points: _______)
      • Unfamiliar Material (Points: _______) [List the specific topic]
      • Misinterpreted (Points: _______) [List the specific topic]

  • Strength and Weakness

    • What did you learn from this exam? What did it reveal about your strengths and weaknesses as a learner?
    • What were the most challenging parts of the exam for you? Why?
  • Action Plan 
    • What are your goals for improvement for the next exam? How will you achieve them? What specific actions will you take?
    • How will you use the feedback from this exam wrapper to prepare for future exams and other learning tasks?

Check the course progress reflection example here. This activity encourages students to do a self-assessment of their overall study habits and their performance in an exam. Instructors can change the questions that are more relevant to their course design and exam setup. It should take the students 20 to 30 minutes to complete this activity.

Reference

Lovett, M. C. (2013). Make exams worth more than the grade: Using exam wrappers to promote metacognition. In M. Kaplan, N. Silver, D. LaVaque-Manty, & D. Meizlish (Eds.), Using reflection and metacognition to improve student learning: Across the disciplines, across the academy (pp. 18–52). San Francisco: Stylus Publishing.