Syllabus Workshop Part III:
Selecting Meaningful
Assessment Methods
Assessment Methods: The Basics
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What?
When?
Where?
How?
Who?
Why?
Purpose(s) of Assessment
For students:
• to assign grades (summative feedback)
• to improve (formative feedback)
For instructors:
• to report out (compliance, assurance)
• to improve teaching and learning (closing the
loop, continuous improvement)
Levels of Assessment
1.
2.
3.
4.
5.
6.
Individual Class Session / Learning Experience
Assignment, Exam, Quiz, Essay
Course
Program of Study (Major, Minor)
Shared Curriculum (General Education)
University
Assessment Methods
• Assessment Methods are sometimes called:
– Measures
– Techniques
– Strategies
• Can also be a fancy term for an assignment,
test, or exam, or other forms of evaluation.
• Basic categories:
– Direct vs. Indirect
– Embedded vs. Not Embedded
Embedded in Course
Direct
Measures
Indirect
Measures
Not Embedded in Course
Direct Measures
• When we evaluate student work itself
– Student-produced artifacts
– Student-generated responses
– Student-created performances
• Includes demonstrations of knowledge, skills,
or values/dispositions
• Sometimes called “Performance Tasks” or
“Authentic Assessment” or “Student
Performances”
Direct Measures: Examples
• Written Responses: directed responses; openended essay responses; essay exams; term
papers; lab reports; research papers
• Selected Responses: standardized tests; multiple
choice exams; subject-specific certification tests
• Projects & Performances: oral presentations;
poster presentations; lab demonstrations;
individual or group portfolios; creative
performances (music, singing, art, drama, dance)
Indirect Measures
• Usually refers to some kind of report about the
student’s learning experience
• Can be “satisfaction surveys” but can also include
fairly sophisticated responses by students:
– Open-ended, mid-semester student feedback
– Opportunities for reflection, synthesis of learning
– Structured (SGID)
– Periodic (muddiest point, exit question)
– Annual (survey of graduating seniors, alumni,
employers, or internship supervisors)
Indirect Measures (cont.)
• Indirect Measures are valuable because they
target another aspect of student achievement
– How students are processing their own experiences
– How on-site supervisors are evaluating student
performance
• By itself it is not a reliable measure of student
achievement, but …
– it helps us as educators to “triangulate” on a better
understanding of what’s working and what’s not
Embedded in Course
– When assessment occurs within the context of a
credit-bearing course or educational experience
(e.g., internship)
– Sometimes called “classroom-based” or
“continuous”
– Direct Measures that are Embedded:
– Essays, exams, tests, lab reports, oral presentations
– Indirect Measures that are Embedded:
– Mid-term feedback, Muddiest Point, SGID, student
reflections
Not Embedded in Course
– Student work that goes beyond the context of the
course:
– Occurs outside the activities of the course
– Direct Measures that are Not Embedded:
– Presentations at conferences/symposia, standardized
certification exams, publications
– Indirect Measures that are Not Embedded:
– Senior Exit Survey, Alumni Survey, Employer Survey,
Internship Supervisor Interview, Student Reflection
Embedded in Course
Not Embedded in Course
Direct
Measures
Exams, Essays, Tests
Lab Reports
Research Papers
External/National
Standardized tests
Certification exams
Student Portfolios
Indirect
Measures
Mid-term feedback
SGID
Muddiest Point
Student reflections
Senior Exit Survey
Alumni Survey
Employer Survey
Internship Supervisor
Interview
Hands-On Activity:
Selecting Appropriate Assessment Methods
• Refer to the 4-page handout:
“Choosing the Right Assessment Tools”
• Select 2-4 assessments for your class, based on
what you have already identified as important
for students to know, be able to do, or value
(learning outcomes).
• What learning activities will provide support
leading up to these assessments?