OREGON STATE UNIVERSITY
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1. Assessment is the engine that drives learning.
2. Use diagnostic, formative and summative assessments to reach all students.
3. Align assessments with course learning outcomes, and use authentic/performance tasks to gather direct evidence of student learning.
4. Adapt traditional summative assessments as means to facilitate deeper learning; make summative assessments formative.
5. Grade group work fairly and equitably; incorporate peer/self-assessments to engage students as co-assessors of their own learning.
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Are you up for a rewarding challenge? Join us on a journey to re-imagine assessment as a pathway to deeper learning in your practice! You are invited to participate in a self-guided and self-paced assessment refresher on the 10 modules that subsume the Center for Teaching and Learning Assessment Core.
Assessment is a continuous process of establishing learning outcomes, implementing instruction, gathering evidence of student learning, and using the evidence to improve teaching and learning.
Reimagining Assessment in the Pandemic Era: Comprehensive Assessment of Student Learning
Comprehensive Assessment of Student Learning: 8 Components
Please follow the link to access the Comprehensive Assessment guide.
Reimagining Assessment as a Pathway to Deeper Learning: 7 Strategies
Please follow the link to access the Reimagining Assessment guide.
Academic expectations are clearly and consistently communicated to students. The instructor uses a variety assessment tools during the course to monitor learner progress and uses that data to adjust and pace the teaching of the course. Grading procedures are designed to accurately reflect students’ acquisition of key knowledge and skills developed during a course. Summative (final) assessments are directly aligned to the content and skills taught and developed during the course (the course outcomes).
The following presentation slides provide an overview of different types of assessments.
The following rubric can be used to assess annotated bibliographies. Oral Communication Skills and Emotional Intelligence. These rubrics were graciously shared with us by our colleagues at RNtoBSN.org in Houston Texas. While designed for future nurses, they are informative for all of us preparing students for the world of work.
Annontated Bibliography Rubric
The following rubric can be used to assess an individual’s oral presentation.
Individual Oral Presentation Rubric
The following rubric can be used to assess reflective writing.
The following rubric can be used to assess visual performance.
The following rubric can be used to assess comparisons. The process of comparison has three distinct steps: the selection of items to compare; the selection of characteristics on which to base a comparison, and a description of how items are the same and different.
The following rubric can be used to assess creative thinking at the higher education level which can only be expressed productively within a particular domain. The student must be versed in the strategies and skills of the domain in order to make connections and synthesize.
Related Resource: Association of American Colleges & Universities VALUE Rubric Development Project
The following rubric can be used to assess ethical reasoning.
The following rubric can be used to assess the inquiry processes.
Related Resource: Association of American Colleges & Universities VALUE Rubric Development Project
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