Two Types of Assessment
Designed to provide practice.
- Done early and often. Frequent quizzing is good for students.
- Low stakes. Minimal or no credit toward grade.
- Diagnostic tool for student and faculty.
- Encourages retrieval and growth mindset.
- Minute reflection
- Small group discussion/brainstorming
Measures student achievement of course learning outcomes.
- Comes at the end of the learning experience.
- Medium to high stakes - informs course grades.
- Compares to a target or benchmark - can be used in program, college, university assessment.
- Use rubrics.
- Allow time for retrieval practice throughout the course.
- Encourage digital fluency, but remember technology is a tool not an outcome.
- Consider different ways students can demonstrate knowledge - what will they be required to do in the field? Why not assess the real world skills?
- Give cumulative exams - retrieval practice is good for students.
- Use test wrappers for metacognition.
- Be transparent. Provide clear instructions.