Guidelines for Assessing Student Learning
Effective assessment design enhances student learning, and engages students with different learning styles. Assessment influences what a student interprets to be the important learning goals for a course. This article, from Brown University Harriet W. Sheridan Center for Teaching and Learning, provides a set of guidelines about designing assessments that promote students’ learning.
- Provide spaced assessed tasks to enable students to allocate sufficient time to study over a suitable time period and avoid "cramming."
- Design the assessment so that students tackle the task appropriately, i.e., they engage in the process of learning rather than simply producing a final product.
- Give students the opportunity to practice the skills they need for each assessment.
- Provide sufficient and detailed feedback.
- Focus your feedback on student performance, learning, or actions the student can control.
- Provide timely feedback, or feedback that is given while it matters to the student and can be used to improve future performance.
- Align feedback with the learning goals of the assignment and the assessment criteria.
- Provide feedback that is appropriate to the student’s breadth and depth of background, experience, and level of independence.
- Feedback needs to be read and noticed.
- Feedback is acted on by the student.