{"id":301,"date":"2023-07-11T14:21:19","date_gmt":"2023-07-11T18:21:19","guid":{"rendered":"https:\/\/opentextbooks.concordia.ca\/course-design\/?post_type=chapter&p=301"},"modified":"2023-09-27T21:52:31","modified_gmt":"2023-09-28T01:52:31","slug":"how-does-assessment-planning-promote-teaching-excellence","status":"publish","type":"chapter","link":"https:\/\/opentextbooks.concordia.ca\/course-design\/chapter\/how-does-assessment-planning-promote-teaching-excellence\/","title":{"raw":"How does assessment planning promote teaching excellence?","rendered":"How does assessment planning promote teaching excellence?"},"content":{"raw":"
\r\n

In brief<\/p>\r\n\r\n<\/header>\r\n

Planning and aligning your assessments with your learning outcomes is central to effective assessment design and is key to good course design. In this way, you ensure that your assessment tasks match and measure the most essential knowledge, skills, and values you intend for your students to develop in your course.<\/div>\r\n<\/div>\r\nAssessment is an important and influential factor in shaping the student\u2019s learning focus. As an instructor, you probably get asked, \u201cWill this be on the exam?\u201d Students tend to make decisions on what to learn, when to learn, and how much time to spend on certain topics based on how they will be assessed. Therefore, your assessments should convey the most important areas you want students to focus on, and the way to achieve this is to ensure they are directly aligned with your course learning outcomes.\r\n

Course alignment<\/h2>\r\n
\r\n\r\nIn an aligned course, each learning outcome has at least one (but preferably more) ways of assessing student learning. This alignment process also helps focus the design of assessments so that you are measuring exactly what you intend to measure and that there are no unnecessary assessment tasks. Table 1 is an example alignment table from a Business Information Technologies Course where students have to explore the role of information technology in business organizations. This table exemplifies how each learning outcome is assessed with each of the course assignments and final exam. Note that, as a best practice, each learning outcome should be evaluated a minimum of two times in a course. In this example, we can see that each assessment evaluates at least one course outcome. Depending on how many learning outcomes your course has and how specific they are, each assessment can evaluate a single outcome or multiple outcomes, as you see fit.\r\n\r\n<\/div>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
Table 1. Course alignment table showing how each outcome will be assessed.\r\nSource: COMM 226: Business Technology Management (Supply Chain & Business Technology Management Department, Concordia University)<\/strong><\/caption>\r\n
Learning outcomes<\/strong><\/td>\r\nAssignment 1<\/strong><\/td>\r\nAssignment 2<\/strong><\/td>\r\nAssignment 3<\/strong><\/td>\r\nFinal exam<\/strong><\/td>\r\n<\/tr>\r\n
Describe the main concepts of information systems and related concepts<\/td>\r\nBusiness process modelling and notation\r\n\r\nUse an ERP software<\/td>\r\nDatabase design for a business case<\/td>\r\n<\/td>\r\nTheory-based multiple-choice questions and application-based questions<\/td>\r\n<\/tr>\r\n
Describe the relationship between information systems and competitive advantage<\/td>\r\nUse an ERP software<\/td>\r\n<\/td>\r\nUse of business analytics with Excel and Tableau<\/td>\r\nas above<\/em><\/td>\r\n<\/tr>\r\n
Identify the major trends in IS technologies such as SCRM, SCM, and ERP and their use to improve business efficiency, increase profits and support other business functions<\/td>\r\nas above<\/em><\/td>\r\n<\/td>\r\n<\/td>\r\nas above<\/em><\/td>\r\n<\/tr>\r\n
Identify how to use E-commerce and E-business to create new or improve existing business<\/td>\r\nBusiness process modelling and notation<\/td>\r\n<\/td>\r\nUse of business analytics with Excel and Tableau<\/td>\r\nas above<\/em><\/td>\r\n<\/tr>\r\n
Demonstrate how systems can enhance business decision-making and help create business partnerships<\/td>\r\nUse an ERP software for procurement<\/td>\r\nImplementation of a database system and reports<\/td>\r\nas above<\/em><\/td>\r\nas above<\/em><\/td>\r\n<\/tr>\r\n
Describe how organizations analyze, develop, acquire and implement information systems<\/td>\r\nBusiness process modelling and notation<\/td>\r\nDesign and implementation of a database system<\/td>\r\nas above<\/em><\/td>\r\nas above<\/em><\/td>\r\n<\/tr>\r\n
Discuss issues related to computer crime and security, and information systems ethics<\/td>\r\nas above<\/em><\/td>\r\nImplementation of a database system and reports<\/td>\r\nas above<\/em><\/td>\r\nas above<\/em><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>","rendered":"
\n
\n

In brief<\/p>\n<\/header>\n

Planning and aligning your assessments with your learning outcomes is central to effective assessment design and is key to good course design. In this way, you ensure that your assessment tasks match and measure the most essential knowledge, skills, and values you intend for your students to develop in your course.<\/div>\n<\/div>\n

Assessment is an important and influential factor in shaping the student\u2019s learning focus. As an instructor, you probably get asked, \u201cWill this be on the exam?\u201d Students tend to make decisions on what to learn, when to learn, and how much time to spend on certain topics based on how they will be assessed. Therefore, your assessments should convey the most important areas you want students to focus on, and the way to achieve this is to ensure they are directly aligned with your course learning outcomes.<\/p>\n

Course alignment<\/h2>\n
\n

In an aligned course, each learning outcome has at least one (but preferably more) ways of assessing student learning. This alignment process also helps focus the design of assessments so that you are measuring exactly what you intend to measure and that there are no unnecessary assessment tasks. Table 1 is an example alignment table from a Business Information Technologies Course where students have to explore the role of information technology in business organizations. This table exemplifies how each learning outcome is assessed with each of the course assignments and final exam. Note that, as a best practice, each learning outcome should be evaluated a minimum of two times in a course. In this example, we can see that each assessment evaluates at least one course outcome. Depending on how many learning outcomes your course has and how specific they are, each assessment can evaluate a single outcome or multiple outcomes, as you see fit.<\/p>\n<\/div>\n\n\n\n\n\n\n\n\n\n\n
Table 1. Course alignment table showing how each outcome will be assessed.
\nSource: COMM 226: Business Technology Management (Supply Chain & Business Technology Management Department, Concordia University)<\/strong><\/caption>\n
Learning outcomes<\/strong><\/td>\nAssignment 1<\/strong><\/td>\nAssignment 2<\/strong><\/td>\nAssignment 3<\/strong><\/td>\nFinal exam<\/strong><\/td>\n<\/tr>\n
Describe the main concepts of information systems and related concepts<\/td>\nBusiness process modelling and notation<\/p>\n

Use an ERP software<\/td>\n

Database design for a business case<\/td>\n<\/td>\nTheory-based multiple-choice questions and application-based questions<\/td>\n<\/tr>\n
Describe the relationship between information systems and competitive advantage<\/td>\nUse an ERP software<\/td>\n<\/td>\nUse of business analytics with Excel and Tableau<\/td>\nas above<\/em><\/td>\n<\/tr>\n
Identify the major trends in IS technologies such as SCRM, SCM, and ERP and their use to improve business efficiency, increase profits and support other business functions<\/td>\nas above<\/em><\/td>\n<\/td>\n<\/td>\nas above<\/em><\/td>\n<\/tr>\n
Identify how to use E-commerce and E-business to create new or improve existing business<\/td>\nBusiness process modelling and notation<\/td>\n<\/td>\nUse of business analytics with Excel and Tableau<\/td>\nas above<\/em><\/td>\n<\/tr>\n
Demonstrate how systems can enhance business decision-making and help create business partnerships<\/td>\nUse an ERP software for procurement<\/td>\nImplementation of a database system and reports<\/td>\nas above<\/em><\/td>\nas above<\/em><\/td>\n<\/tr>\n
Describe how organizations analyze, develop, acquire and implement information systems<\/td>\nBusiness process modelling and notation<\/td>\nDesign and implementation of a database system<\/td>\nas above<\/em><\/td>\nas above<\/em><\/td>\n<\/tr>\n
Discuss issues related to computer crime and security, and information systems ethics<\/td>\nas above<\/em><\/td>\nImplementation of a database system and reports<\/td>\nas above<\/em><\/td>\nas above<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"author":64,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-301","chapter","type-chapter","status-publish","hentry"],"part":113,"_links":{"self":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/301","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/users\/64"}],"version-history":[{"count":18,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/301\/revisions"}],"predecessor-version":[{"id":478,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/301\/revisions\/478"}],"part":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/parts\/113"}],"metadata":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/301\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/media?parent=301"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapter-type?post=301"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/contributor?post=301"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/license?post=301"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}