A good post-secondary education facilitates numerous kinds of learning that includes acquiring factual knowledge, professional skills, and skills of application, such as critical reflection, problem solving, writing, conceptualizing, collaboration, creativity, civic and global learning, and reasoning. In order for an assessment, usually in the form of an assignment or a test, to be valid, it should measure the skills or knowledge that you have planned for your students to learn.
The American Association of Higher Education has devised nine principles of good practice for assessing student learning. These can also be helpful when thinking about how to avoid plagiarism and cheating in online courses.
Assessment does not by itself result in student accomplishment. This paper clarifies how assessment results are related to improve learning—assess, intervene, re-assess. The paper also proposes a solution for multiple stakeholders to collaborate to enhance student learning.
Assessment methods should help faculty determine whether learning has taken place and what to modify to support student learning. This article describes approaches to measuring student learning.
If you have any questions about the resources found on the Assessment and Instructional Design pages, please reach out to the Curriculum Office
