Assessment Design


Assessment Definition Assessment Methods Essential Components of an Effective Assignment Formative and Summative Assessment Aligning Assignments with Learning Outcomes Examples of Alignment between Learning Outcomes & Assessment

Assessment Definition 

In defining assessment it is important to understand where instructors would like learners to be at the end of a course, or a program, based on learning outcomes.  It is also important to identify learners progression in the context of the identified learning outcomes. Those two issues are the core foundation of assessment.

Learning assessment is done through formative and summative assessment. For example this may include: activity based learning, discussions and debates, individual and group projects, and examinations. Assessment is integral to the collection of information concerning a learner’s progress based on the expected    learning outcomes that are designed  to enhance learning.

Assessment is typically a blend of formative and summative assessment methods and techniques.

Assessment development and implementation may include the following:

  • Learning objectives and strategies are aligned with the assessment.
  • Summative and formative assessment
  • Assessment rubric to support transparency and accountability

 

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Assessment Methods                     

Learner assessment is crucial because it enables instructors to track learners’ development. Assessing learner performance also allows instructors to evaluate the effectiveness of their teaching strategies. Learner evaluation connects learner performance to learning objectives, and learning outcomes, enabling instructors to adapt teaching approaches and support quality assurance. Learner assessment methods are classified as summative or formative techniques. However, both summative and formative assessment techniques are often integrated and as a consequence assessment is often challenging for instructors to select appropriate methods. This part discusses various assessment tools, highlighting what the tools measure and the circumstances to apply.

 

A) Summative Assessments

Summative assessment techniques represent a significant proportion of a unit or course grade. Summative assessments require learners to demonstrate the degree to which they have gained subject specific knowledge and understanding. Hence, summative assessments are often referred to as summative tests. These tests provide the instructors, and the Division, with critical information about a program and the changes necessary to ensure its effectiveness for learners.

Summative assessment also requires detailed and concise grading rubrics, expectations, and instructions. Therefore, summative reviews require significant preparation by instructors and learners. This preparation creates clear intensions, by instructors, on the type of assessment requirements for learners. Summative assessments take various forms, including presentations, final examinations, simulations, and research projects.

Types of Summative assessment:

1. Final Examination 

The instructor may include final examinations to measure learners’ knowledge and understanding. Examinations may include multiple choice, matching, short answer, and fill-in-the-blank questions. Final assessment help instructors compare learners’ learning progress with course objectives and learning outcomes. Final examinations also allow instructors to compare learners’ performance with their peers. Instructors may use final examination results to rank student performance. This ranking helps instructors identify learners who are behind or ahead of the norming group. Instructors may use this information to determine which learners need extra guidance and attention.

2. Presentations

The instructors may require learners to provide presentations at the end of a course. The learners may present their work individually or in groups before a panel or their peers. Presentations are useful because they help instructors gauge learners' comprehension, critical thinking, and communication skill
Instructors may use simulations to assess learners’ ability to apply the theories they learn in-class to real-world problems. For example, scenario-based tests provide instructors with information on learners’ knowledge and expertise. These assessments may enable learners to practice their skills using real-world situations.

4. Research Projects

This method requires learners to complete research projects. These research projects may include: essays, dissertations, portfolios, case studies, or research papers. Research projects support instructors in assessing learners’ knowledge and understanding.

 

B) Formative Assignments

 Formative assignments are essential as a method to provide learners an early indication of their performance, enabling them to enhance their learning development before receiving the final ranking. The assignments provide learners formative feedback, allowing them to enhance their learning and performance. Formative feedback enables instructors to guide learners appropriately, improving their knowledge and understanding. Formative assessment usually develops at the start of or during a course. These diagnostic reviews help instructors identify learners' strengths and weaknesses through continuous assessment. Instructors then use this information to formulate successful teaching approaches. Meanwhile, administering tests during units helps instructors capture learners' real-time progress.

Types of Formative Assessments:

1. Quizzes

Instructors may provide oral or written quizzes as a form of continuous assessment. These quizzes support instructors in assessing learners’ performance. In particular, oral examinations provide regular feedback.

2. Formal Tests

Instructors may acquire formative feedback through formal tests. These tests entail multiple choice, matching, short answer, and open-ended questions. For example, assessments may be random assessment tests (RATs) or continuous assessment tests (CATs).

       a) RATs - involve issuing unique examinations to each candidate. RATs provide useful insights into examination requirements, helping instructors improve their teaching and assessment strategies.

       b) CATs - evaluate learners’ progress at scheduled intervals. CATs offer learners extra opportunities and support to improve their performance.

3.Puzzles

Instructors may use puzzles to obtain formative feedback. Game-based learning may support instructors in evaluating learners’ performance. Hence, gamified assessments are useful when instructors are seeking innovations in formative assessment.


 


Essential Components of an Effective Assignment

Essential Components of an Effective Assignment


The following components of an effective assignment includes formative and summative assessments. Both are important to ensure that learners, and instructors, to know the course objectives but also the separate steps which they will require  to achieve the desired learning outcomes.
 

1. Assignment Preparation - involves placing the assignment within the context of the course.

2. Justification and Purpose - This components of assessment provides the justification for choosing a particular type of assessment such as the laboratory report, policy document, problem set, and personal reflection.
 
3. Assignment Purpose – provides learners a broader understanding of the assessment from the instructor. It also prepares the learners to know the type of evidence they are  expected to produce to show their understanding of the learning outcomes. 
 
4. Assignment Details - This outlines the specific requirements of the assessment. A ‘best practice’ assignment will guide learners through a clear process of assessment  underpinned by a rubric. This component guides learners to achieve the anticipated goals by providing a process for assessment that enables  the achievement of course    
learning outcomes.
 
5. Submission Structure -This component informs learners of the required format, and other writing conventions, that are required before submission.


 

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Formative and Summative Assessment

 

1.  Formative Assessment

Learners complete different tasks that take different forms such as online quizzes, and team based projects based on the course’s learning objectives and outcomes. Assessments are aligned with the learning outcomes to ensure that learning outcomes are also achieved.


2.  Summative Assessment

Measure learning outcomes at the end of an instructional course through comparison with certain set standards. This assessment supports the measurement of learners capabilities and competencies. For instance, it assesses whether learners can demonstrate the ability to create, apply or understand concepts by enabling integration between theoretical issues and application.

 

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Aligning Assignments with Learning Outcomes 

Assessment and Learning Outcomes Alignment 

Assessments shows what learners have learned and what is need to be learned. In comparison an instructor needs to ensure that learners have achieved learning outcomes. When instructors are clear about learning outcomes, and associated teaching strategies, selecting the appropriate assignments method involves asking learners to perform certain tasks that assess the achievements to the learning outcomes. Consider the following three components in designing the assessment, to ensure the alignment with the learning outcomes. 

 

Course Component Alignment 

The alignment between assessment, teaching strategies and learning outcomes are an essential component for developing the learning objectives. These components provide a an approach to identify the expected learning in the context of capabilities and competencies. These components are integral to providing opportunities for learners to optimize their learning. 

 

Example of Alignment between Learning Outcomes and Assessment 

The table below shows examples of the types of activities that can be applied to assess different types of learning objectives.

Type of learning objective

Examples of appropriate assessments 

Remember facts and basic concepts

Define
Repeat
Recall
Select 

  • Recall, remember chemical Process  
  • Define controversies in water science
  • Select the appropriate application of optimization for software solutions 
Explain knowledge and understanding 

Interpret
Exemplify
Classify
Summarize
Discuss

Project and examinations require learners to:
  • Summarize chemical reading.
  • Interpret chemical procedures.
  • Discuss physical concepts. 
 

Apply information

Apply
Estimate
Contrast
Interpret

Problem sets, laboratory programs and simulations require learners to:
  • Apply scientific theories.
  • Interpret the chemical reactions.
  • Estimate the elapsed time of the experiment 

Analyze Ideas

Analyze
Combine
Predict
Examine


Problem sets require learners to:
  • Analyze computer technologies.
  • Combine different biological and chemical formulas.
  • Examine physics processes.

Originality and new applications

Create
Develop
Produce
Design

Activities such as research projects require learners to:
  • Generate new scientific concepts
  • Develop new programs
  • Design new structures.