After you design your course learning outcomes and module level objectives, your next step is to plan your assessments.

Assessments reveal a lot about your values as an educator. They show what you want to spend time thinking about and exploring with your students, as well as your own understanding of how students can express their learning.

Assessment design is often both invigorating and frustrating. What you want your students to create or achieve somehow needs to fit within the weeks of the term. Scoping and scaffolding assessments – deciding on the right amount of required work, the opportunity for student agency and choice, the order of assignments to help students meet a goal, and determining the necessary support they’ll need to get there – is a complex process.

When assessments are designed to be equitable, it means that they are designed to meet the needs of students who historically have been denied the learning opportunities, support, or access that is traditionally offered to students from dominant cultures and identities. As Sasha Costanza-Chock points out in Design Justice, “some people are always advantaged and others disadvantaged by any given design.” Importantly, “this distribution is influenced by intersecting structures of race, class, gender, and disability.” Costanza-Chock calls on educators to “prioritize design work that shifts advantages to those who are currently systemically disadvantaged within the matrix of domination,” or to become “design justice practitioners.” Equitable assessments deliberately shift design benefits to those groups who are disenfranchised by powerful social, economic, and political systems.

Types of Assessments

There are two types of assessment to keep in mind in your course design:

• Formative assessments: low stakes, frequent knowledge checks that allow students to test their understanding and receive feedback to improve their performance (for example: reflection questions with instructor or peer feedback, discussion forums, short quizzes with multiple attempts, no time limits, and automatic answer explanations)
• Summative assessments: projects that typically weigh more in the final grade and take place every few weeks over the course of the term to holistically measure student achievement of course learning outcomes

Assessment formats vary widely by school, department, and teaching community. Assessment formats might include creating a portfolio of work, a research paper, or an art project over the course of the term. They might include conducting experiments, proposing a marketing plan, or a writing a lab report. Assessments might be a live performance, a presentation, a script, or a video. Assessments also take shape in more traditional formats like exams or tests. It’s important to note that while exams are often convenient to administer, their validity, or their capacity to accurately measure student knowledge, can be quite limited.

To shift design benefits to disenfranchised groups, consider how UDL, CRT, TILT, and OEP show up in your assessment planning. How can students achieve the following opportunities through your course assessments?

• Students have multiple means of expression in course assessments. They can choose between assignment formats (video, comic, written essay) and project options (student-generated research question, group project, community-based partnership).
• Students create exam questions as well as rubrics and criteria for success used to evaluate projects or exams.
• Students can easily find the purpose, task, and criteria for success for each assignment.
• Students are invited to reflect on how the course content connects to their lived experiences and personal learning goals.
• Students receive an orientation to informed consent about open licensing.
• Students are invited to share their course work with an open license if they choose.

Ideally, your assessments will allow you and your students to measure their achievement of the course learning outcomes and engage in meaningful growth and development as people rather than as consumers of knowledge.

Rubrics

Rubrics are great for making instructor feedback transparent and actionable for students. Students rely on rubrics to interpret instructor comments on the quality of their work and to prioritize steps for improvement.

Rubrics also save valuable time by allowing instructors to score student performance quickly with built-in criteria for success and detailed ratings associated with different performance levels.

Rubrics usually take the form of a table with performance ratings organized by column at the top and criteria for success organized by row with detailed descriptions of work that meets different performance levels. The Rubric Template and Grading Scheme Development by the University of Wisconsin – Madison is a great template to adapt either in a Google doc or in your course site.

To create a rubric, consider the qualities of student performance that matter the most to you and your course-level learning outcomes:

• What would student success look like for this assignment?
• Is it the assignment a specific product with many parts?
• Is the assignment a performance that shows a holistic demonstration of skills and techniques?
• Is the assignment a single submission or does it require many individual parts?
• What skills are you hoping students will demonstrate?

Naming what success looks like will help you to determine your desired criteria and performance ratings.

References

Costanza-Chock, Sasha. “Design Values: Hardcoding Liberation?” in Design Justice: Community-Led Practices to Build the Worlds We Need. MIT Press. 2020. https://design-justice.pubpub.org/pub/3h2zq86d/release/1

Licenses and Attributions

All content on this page is by Veronica Vold for Open Oregon Educational Resources and is licensed under CC BY 4.0.