Instructors and students alike are often surprised when the results of a mid-term or final examination expose knowledge gaps, misconceptions, and/or students' inability to accurately apply newly acquired information in novel situations. But according to research, this is very common in classrooms today (Ambrose, et al., 2010). Our assessment procedures often reveal where there is a lack of coherence or misalignment among course design components (Saroyan & Amundsen, 2004). To adequately prepare students for successful learning and performance on our assessments, we must understand the:
- different types of knowledge to assess,
- types of assessment and their purposes,
- the importance of aligning learning outcomes, assessments, and learning activities, and
- how to communicate expectations and grading criteria to students.
This guide is designed to help you think more intentionally about the use of assessment in your courses.
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
Bloom, B. S. (1956). Taxonomy of educational objectives: the classification of educational goals; Handbook I: Cognitive domain. In M. D. Engelhart, E. J. Furst, W. H. Hill, & D. R. Krathwohl (Eds.), Taxonomy of educational objectives: the classification of educational goals; Handbook I: Cognitive domain. New York: David McKay.
Saroyan & Amundsen, (2004). Rethinking teaching in higher education: From a course design workshop to a faculty development framework. Sterling, VA: Stylus Pub.
Introduction to Assessment
Submitted by spowers2 on Aug. 26, 2021