Assessments that Align with your Learning Goals
As a teacher, you want your students to learn. What do you want them to learn and how do you know that they have learned it? In a course, you give students a grade at the end of the term that represents their level of success at completing the course. The grade is based on a collection of information you've gathered over the term and which you will use to gauge the level of student success at reaching the overall goals of the course. The tools you use to gather the student information are called assessments; undoubtedly you have created and run these assessments in every course you have ever taught.
What are your students actually learning?
You have your learning goals so you know what your students should to be able to do (i.e. what they can do should show what they have learned). Assessments will help you determine if they really are learning those materials and skills.
Three-Step Guide to Creating Assessments
- Take one of your learning goals. If it has been written carefully you can already think of one or two test questions that might be easily written to test this goal. The best assessments (e.g. those that are most engaging) involve real-world problems or activities related to your students' experiences. Using a goal to develop an assessment is called 'alignment' and is the key to ensuring you are measuring the skills you want your students to master.
- You know what topic or idea you want to assess. The next question is HOW to assess it. Luckily, there are a lot of ways to assess students' knowledge or skill level. Remember, depending on the learning goal, something as simple as listening to group conversations may suffice. Explore assessment types from Pedagogy in Action.
- You did the hard work of designing an assessment and ensuring it aligned with one or more learning goals. Once your students have completed the assessment, there are a number of ways to determine if your assessment was an effective tool to gauge student learning. For example, if your assessment is a report or written assignment, peer-review of a rough draft is a good way for you (and your students) to know how they compare to their peers. Another way to get information on the effectiveness of an assessment is to survey your students, asking them their experience with the assessment. A "minute-paper" reflection, 2 or 3 questions put on the board/overhead or on the assessment itself, formal online survey tool, any of these will provide you with valuable information. Or if your assessment is a multiple choice test, you could use an item analysis to determine the quality and difficulty of each question based on the student results. Refine your assessment as needed.
Explicit expectations lead to improved learning
One way to improve the outcomes of your students' learning is to let your students know what you expect, point-for-point. Particularly with items worth more than 5 or 10% of the course grade, consider developing a rubric that you can share with them. In the InTeGrate program, most of the assessments you design should have an associate rubric.
Types of Assessment
Diagnostic: Used to determine current state of learning (e.g. pre-tests, surveys, self assessments)
Formative: Used to monitor student learning, benefits include immediate feedback in a low stakes environment
Summative: Used to evaluate learning. A summative assessment is measured against a benchmark or standard, is administered in a high-stakes environment, and is aligned with the learning goals.
InTeGrate Summative Assessments
Student artifacts that are provided to InTeGrate to measure progress toward meeting course and unit goals, which are linked to the Guiding Principles of InTeGrate teaching materials. These will:
- be aimed at higher blooms levels,
- be administered at the end of a course or unit,
- be used by all the materials authors
- have grading and student rubrics
- can have multiple components