Crafting an Assessment Strategy-2

The term ‘assessment’ should not be synonymous with ‘written exam’, as there are many different ways to assess student learning including projects, presentations, papers, and direct observation. It’s even possible to assess the same content in different ways. For example, you can assess what students know about the five-paragraph essay structure by asking multiple-choice questions about the components, or by having them actually write an essay and apply the appropriate structure. Faculty are encouraged to use a variety of assessment methods in order to create a scrapbook of student learning, not just a snapshot.

Before selecting assessments, think about what you are trying to accomplish: make sure that the Intended Learning Outcomes (ILOs) for your students are clearly defined and measurable for your course overall, as well as for each of your lessons. Then you can choose the types and formats of assessments that are most appropriate for measuring the degree to which your students have achieved these learning outcomes ("Grant Wiggins: Defining Assessment Links to an external site.," 2002). 

Start with one or two assessment techniques and see how they are received by the class. What can be learned from the techniques and experience? This insight provides the basis for future assessments. If something works well keep using it! If something does not go well – work on different assessment strategies to help enhance learning. It is not uncommon to make changes to assessments every time a course is taught. You and your faculty will continue to learn and develop just like the students.

Crafting a good assessment strategy for the course will take more time and energy than merely testing the students. The payoff and benefits can be tremendous and help students take the knowledge gained into future learning opportunities and/or eventually the workplace. Our ultimate goal as educators lies in helping students become successful in the real world.