6.1 Assessment Alignment

Tests, quizzes, and other assessments align with module-level objectives. Assessments should reflect the action verbs used in the module objectives. Examples include a multiple-choice question that asks students to select the best description of a concept, a quiz where students “identify” course vocabulary definitions, etc.

Points: 3 (Essential)

QM Alignment: 3.1

Overview

During any lesson learning path, instructors will use a variety of assessments to evaluate student knowledge and understanding, to accurately determine if students have successfully met stated course and module learning objectives.

In line with standards 2.3, 3.1, 4.1, 5.1, and 9.1, your assessments should align with your module learning objectives. See standard 2.3 for more information about alignment.

Common Issues

• Lack of variety in assessment activities
• Lack of alignment with module learning objectives
• See below for some examples of assessments that are not aligned.

Frequently Asked Questions

• What is the difference between formative and summative assessment?
  • Formative Assessments — provide students with feedback on their learning process and address challenges to learning.
  • Summative Assessments — provide a means to evaluate student mastery of learning goals.
• What is the difference between activities, assignments, assessments, and feedback?
  • Activities include non-graded student activities, such as practice activities, as well as graded or non-graded student-to-student engagement activities such as discussions and group projects (standard 4.2). Participation is under standard 8.4.
  • Assignments (section 5) are graded submission activities, such as a research paper or project.
  • Assessments (this section 6) are other graded activities such as quizzes and exams and surveys. Self-assessments are under standard 7.4.
  • Feedback is information provided to students about their performance (section 7).

Examples

• For evidence of knowledge-based outcomes, use assessments requiring students to describe, give examples, or recognize.
• For evidence of comprehension, use assessments requiring students to correctly classify, explain, summarize.
• For evidence of application, use assessments requiring students to construct a decision chart, write a speech, compute, or edit.
• For evidence of analysis, use assessments requiring students to distinguish, diagram, analyze, or differentiate.
• For evidence of synthesis, use assessments requiring learners to revise, formulate hypothesis, or create.
• For evidence of evaluation, use assessments requiring learners to compare, critically assess, state criteria, or draw conclusions.

Examples of assessment that are not in alignment with learning outcomes:

• The module objective is to create a timeline of key events, but the assessment is a multiple-choice question.
• The module objective is to differentiate political perspectives of an energy policy, but the assessment is a research paper about a climate change.

Examples of assessments that are sequenced, varied, and suited to the outcomes of the course:

• First assessments may be matching definitions, second may be a written summary, and the third may be a full paper.
• First assessment may be outline, then draft, culminating in delivery of the presentation

Examples of assessments that are not sequenced, varied, and suited to the outcomes of the course:

• All the assessment questions are multiple choice.
• First assessment has questions covered in later modules.
• All assessments are due during the last three weeks of the course.
• All assessments consist only of the textbook end of the chapter questions.

Resources

• Canvas
  • Quizzes
  • Surveys
  • Assignments
  • Discussions
  • SpeedGrader
  • Rubrics
• Articles
  • Aligning Assessments with Learning Objectives
  • Formative vs. Summative Assessment
  • Design Authentic Online Assessments
  • Pedagogy put into practice: improve student outcomes with frequent, low-stakes Canvas quizzes
  • Assessing Online Learning: Strategies, Challenges and Opportunities
  • Peer Assessment
  • Self-Assessment
• Example assessment activities
  • Innovative assessments repository
  • Here is a sample midterm student feedback survey and other research-based surveys that may be of use in your course, such as values affirmation and goal setting surveys.
• Here is information about Honorlock for students and faculty in case you need to use remote proctoring during a test.
• Research
  • The quality of assessment tasks as a determinant of learning
  • A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)