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    Assessments and Rubrics: Assessment Alignment

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    Wiljohn de la Cruz
    The document discusses different types of assessments: formative assessments which provide feedback throughout learning, and summative assessments which measure learning at the end of a unit. It also discusses rubrics, which provide clear expectations for assignments and describe characteristics of work at different levels of mastery. Aligning assessments with learning outcomes is important to effectively measure what students have learned.

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    Assessments and Rubrics: Assessment Alignment

    Uploaded by

    Wiljohn de la Cruz
    31 views3 pages
    The document discusses different types of assessments: formative assessments which provide feedback throughout learning, and summative assessments which measure learning at the end of a unit. It also discusses rubrics, which provide clear expectations for assignments and describe characteristics of work at different levels of mastery. Aligning assessments with learning outcomes is important to effectively measure what students have learned.

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    The document discusses different types of assessments: formative assessments which provide feedback throughout learning, and summative assessments which measure learning at the end of a unit. It also discusses rubrics, which provide clear expectations for assignments and describe characteristics of work at different levels of mastery. Aligning assessments with learning outcomes is important to effectively measure what students have learned.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    31 views3 pages

    Assessments and Rubrics: Assessment Alignment

    Uploaded by

    Wiljohn de la Cruz
    The document discusses different types of assessments: formative assessments which provide feedback throughout learning, and summative assessments which measure learning at the end of a unit. It also discusses rubrics, which provide clear expectations for assignments and describe characteristics of work at different levels of mastery. Aligning assessments with learning outcomes is important to effectively measure what students have learned.

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    Assessments and Rubrics

    Assessments can be used for three purposes: for learning, as learning, and of learning.

    The first, assessment for learning, includes pre-tests where you determine what students already
    know before beginning to teach. Assessment as learning implies that the assessment activity is used
    to improve their skill. The assessments are designed in such a way that the feedback can be
    immediately applied to increase success. Finally, assessment of learning occurs at the end of a task
    or course and is used to provide a demonstration of whether the outcome has been met. In teaching,
    you might consider including a variety of each type.

    Types of Assessment   Rubrics   Sample Rubrics

    Assessment Alignment
    When designing a new assessment or revising an old one, it is important to ask if the assessment
    aligns with the learning outcomes and activities.  When learning activities relate directly to learning
    outcomes and assessments accurately measure what students are learning, it is easier to reach
    one’s goal.

    At Algonquin College, the course outline lays out the requirements of the basic weighting for various
    types of assessments. Starting with the course’s Course Learning Requirements (CLRs) and
    Essential Employability Skills (EESs) can help a developer or instructor to determine the
    assessments that demonstrate those outcomes.

    Here are some questions to consider when creating assessments:

     What are the outcomes that are being assessed?


     What level from Bloom’s taxonomy is being assessed: knowledge, comprehension,
    application, analysis, synthesis and/or evaluation?
     Is the level appropriate given the objectives for the course/unit/lesson?
     Is the assessment at a level appropriate to the level of the course (first year, graduate
    certificate.)?
     How well does the content of the assessment match the learning outcomes being assessed?
     Is the assessment organized in such a way as to aid clarity and understanding of its
    requirements?

    Excerpted from Evaluating Your Assessment


    Instruments, http://www.ipfw.edu/celt/insite/teaching_assessment.shtml

    Evaluation tools are used to gather information from assessments. Examples include checklists,
    scales, and rubrics. They are used to document student success in completing the goals of the task
    or assessment and to communicate it to the students.

    Types of Assessment

    Formative Assessments
    Formative assessment is an important part of teaching and learning. The primary focus of formative
    assessment is providing feedback throughout the learning process. Formative assessment
    encompasses a range of formal and informal assessment procedures, where the instructor can
    modify teaching and learning activities to improve student attainment.

    Formative assessment strategies:

     Reflective exercises (Journals)


     Self-assessment
     Peer-assessment
     Questioning
     Quizzes
     Visual Representations

    Summative Assessments
    The goal of a summative assessment is to measure the level of success in which the student meets
    the assessment criteria used to measure the intended learning outcomes of a module or unit, and
    which contributes to the final mark given for the module. Typically, summative assessments are at
    the end of the unit of teaching.

    Summative assessment strategies:

     Examinations
     Papers
     Portfolios
     Projects

    Rubrics
    What are Rubrics?

    A rubric is a measurement/scoring tool that provides clear and direct expectations for an assignment
    in a face-to-face, hybrid or online class.

    Rubrics provide clear descriptions of the characteristics of the work associated with each element at
    the levels of mastery. They can be used for a variety of assignments such as online discussion
    groups, research papers, group projects, oral presentations, case studies, etc.

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