Section 4 of the E-Blueprint Course Development Review focuses on Assessment of Student Learning.
|Example (Possible Evidence)
★ D.1 Multiple methods of assessments are used (e.g. discussion, assignments (individual or group) and quizzes) and articulates how they proactively support a wide range of learning styles and abilities of all students. Considers different learning styles and provides support in a variety of formats.
Evidence of various means for students to work and be assessed throughout the course. For example; a mix of writing and presentation assignments or a choice to complete an assignment by writing or video/audio/PowerPoint. Structure the course to release content when an assignment is successfully completed. Meet with TLC staff to consult on development.
★ D.2 Detailed instructions and guidelines for completing assignments and discussions are provided in the assignment or discussion.
|Thorough instructions help set expectations and avoid confusion. For written assignments include word count, APA or MLA format if necessary, and instructions for references. For discussion forums, include instructions for deadline for initial post, frequency, quantity, and other deadline/time requirements.
★★ D.3 Sample assignments are provided to illustrate instructor expectations.
|Samples are provided in assignments or in course content.
★ D.4 LMS Gradebook and Speedgrader used to score and provide feedback.
Canvas Guide - Speedgrader (Note: Gradebook setup reviewed during initial course design review)
|Gradebook setup reviewed as part of course design.
★★ D.5 Rubrics used to evaluate assignments and/or discussions.
Canvas Guide - Rubrics
|Provides students with expectations and objective assessment of their submitted work.
★★ D.6 Outcomes tied to assessments.
|Use of Outcomes feature and connect outcomes to graded activities.
★★★ D.7 Learning Mastery Gradebook enabled for visual representation of Outcome mastery.
Canvas Guide - Learning Mastery Gradebook
|Use of the Learning Mastery Gradebook incorporates using the Outcomes feature and providing criteria for levels of mastery. Please consult with the TLC for use.
★ D.8 Provides opportunities for students to reflect on their learning.
|There is evidence some Assignments or Discussion prompts ask students to reflect on their learning and/or development during the course.
★ D.9 Requires college-level, mature writing in all correspondence from students.
|Sets expectations for informal and formal writing through stressing netiquette, MLA or APA format for formal papers, rubrics for assessing writing, and instructions in discussion forums.