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Faculty Resource Guide: Assessment of Student Learning

Guide for full and part time faculty

Assessment of Student Learning

Assessment of Student Learning

Section 4 of the E-Blueprint Course Development Review focuses on Assessment of Student Learning.

Review Item 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.

---UDL 5.2 Use multiple tools for construction and composition

---UDL 5.3 Build fluencies with graduated levels of support for practice and performance

See B.13 

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.

---UDL 4.2 Optimize access to tools and assistive technologies

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.

---UDL 5.3 Build fluencies with graduated levels of support for practice and performance

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)

---UDL 8.4 Increase mastery-oriented feedback

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.

---UDL 8.1 Heighten salience of goals and objectives

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.

---UDL 4.2 Optimize access to tools and assistive technologies

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.

---UDL 9.1 Promote expectations and beliefs that optimize motivation

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.