Plan your assessment methods

You’ll need to work with clear learning outcomes statements to select the most appropriate assessment methods and learning outcomes. For help with this, please refer to the module on learning outcomes. A well-written learning outcome will often point to varied and appropriate modes of assessment.

Diversify your assessment methods

Instructors often rely on the most commonly used types of assessments, such as exams, essays, quizzes and presentations. While quizzes and exams should certainly have their place in higher education assessment, a heavy reliance on these methods, especially multiple-choice assessment methods, tends to encourage a surface approach to learning (Scouller, 1998). Students focus on strategies to pass or get a good grade rather than mastering the subject matter and developing competencies. Depending on your discipline, content, and your learning outcomes, other assessment methods might be more suitable.

For example, a Supply Chain Management course with the outcome demonstrate the use of effective written and oral communication, critical thinking, team building and presentation skills as applied to business problems would be well-suited to an authentic assessment that presents students with a contextualized problem (typical in supply chain management work) and requires them to problem solve, communicate with stakeholders etc in a simulation exercise. The use of more authentic-type assessments can better evaluate this outcome and provide the student with valuable feedback to help them develop in this area. As another example, for a learning outcome which states that students should be able to develop mixed media work that demonstrates creative uses of processes, materials, and concepts, a portfolio would be an appropriate way to assess this learning outcome rather than a single exam.

In addition, use the same assessment method, such as high-stakes exams, can repeatedly disadvantage students whose performance is impaired due to test anxiety. By using a variety of assessment methods, you give students the opportunity to demonstrate their learning in multiple ways. As the Instructor, you can also get more reliable and comprehensive results. Furthermore, providing a range of assessment methods is key to inclusive teaching and assessment practices (Thomas, 2002; Waterfield & West, 2010), which are highly valued at Concordia University.

Align your assessment with levels of learning

Another important consideration for planning assessment methods is to ensure that your assessment task is appropriate to your learning outcome. The learning outcomes module discusses the importance of situating your learning outcomes at the appropriate level of learning. The type of learning you are targeting will dictate the type of assessment your should conduct. For example, if a learning outcome states that the student should be able to summarize the arguments of two different authors, but the assessment task asks them to compare and critique the arguments of those authors, they are assessed at a higher level of learning than what was conveyed as requirement. If you expect students to be able to compare and critique different arguments, it should be made transparent to students in the learning outcome statement.

When you are ready to begin constructing your assessment plan, be sure to use the Course alignment table template (docx) you started during the module Learning outcomes. This will ensure you select the appropriate assessment tasks and diversify your assessment methods.

Assessment selection tool

Your assessment methods should be based on the type and level of learning you want to evaluate. Class size and discipline area, among other things, may also factor in to your decisions. Ensuring your assessments align with the type of knowledge and level of learning you need to assess and diversifying your assessment tasks will improve student engagement and provide a more robust evaluation of student achievement.

The sections below categorize learning that is commonly evaluated in Higher Education and lists examples of standard academic tasks and authentic assessment methods (i.e., tasks that mimic the way knowledge is used in the real world). Use this as a tool to help you select assessment methods appropriate to your learning outcomes.

Demonstrate knowledge and conceptual understanding

Learning outcome verbs:

Recall, describe, report, recount, recognize, identify, relate, interrelate, exemplify, classify, summarize, compare, explain, infer, etc.

Standard academic task assessment methods:

• Presentation
• Essay
• Report
• Summary
• Compare & contrast
• Selected response (true/false, label a diagram, multiple choice, matching)
• Constructed response (short answer question, self-evaluation, peer review).

Authentic task assessment methods:

• Dictionary, glossary, or encyclopaedia entry
• Graphical representation or analogy
• Identify examples in everyday life
• “In Plain English” video aimed at general public

Solve problems and develop plans

Learning outcome verbs:

Identify problems, pose problems, define problems, analyze data, review, design experiments, plan, apply information, etc.

Standard academic task assessment methods:

• Case analysis
• Research proposal
• Collaborative project work

Authentic task assessment methods:

• Problem scenario
• Inquiry committee
• Grant application
• Experiment design
• Data visualization (chart)
• Proposals (project, business, development, etc.)

Design, create, perform something new

Learning outcome verbs:

Imagine, visualize, design, produce, create, innovate, perform, plan, generate, build

Standard academic task assessment methods:

• Portfolio
• Performance
• Presentation
• Business Plan

Authentic task assessment methods:

• Model or prototype
• Web site, pamphlet, poster, video

Think critically and make judgements

Learning outcome verbs:

Develop arguments, reflect, evaluate, assess, judge, critique, analyze, differentiate, organize, etc.

Standard academic task assessment methods:

• Essay
• Report
• Journal
• Critique
• Book Review
• Problem sets

Authentic task assessment methods:

• Briefing paper for a committee;
• Case presentation for an interest group;
• Advisory report (about policy, public health matters);
• Newspaper article/blog post;
• Podcast.

Perform procedures and demonstrate techniques

Learning outcome verbs:

Compute, use equipment, follow laboratory procedures, follow protocols, carry out instructions, etc.

Standard academic task assessment methods:

• Demonstration
• Role Play
• Lab Report
• Poster Presentation

Authentic task assessment methods:

• How-to video
• Illustrated manual
• Graphic workflow
• Design a simulation

Access and manage information

Learning outcome verbs:

Research, investigate, interpret, organize information, review and paraphrase information, collect data, search and manage information sources, etc.

Standard academic task assessment methods:

• Annotated bibliography
• Research Project
• Dissertation

Authentic task assessment methods:

• Consultation
• Design Thinking workshop

Note: the above lists of learning targets and assessment methods should not be considered comprehensive.

References

Scouller, K. (1998). The influence of assessment method on students’ learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35(4), 453-472.

Thomas, L. (2002). Student retention in higher education: the role of institutional habitus. Journal of education policy, 17(4), 423-442.

Waterfield, J., & West, B. (2010). Inclusive Assessment: Diversity and inclusion – the assessment challenge. Plymouth: The University of Plymouth. Retrieved February, 25, 2013.