Plan Assessment Activities
Types of Assessments
Whether you are creating a lower stakes chapter quiz, a midterm, or final exam, Canvas allows you to build these activities using the Quizzes tool. This tool includes the following formats: multiple choice, multiple answers, true/false, short answer, essay, and file uploads. Most likely you have access to a test bank created by the publisher of your course textbook. These can be used to create assessments for students. You can also use the Quizzes tool to create surveys, which may be completed anonymously.
As you design your assessments, remember there are two primary types: formative and summative.
Formative Assessments -These low stakes assessments allow learners to gain valuable feedback as they progress through a unit. Through the use of formative assessments, students identify their strengths and weaknesses. As a result, attention may be redirected to improve learning. As the instructor, these assessments provide valuable insight into student learning allowing you to make necessary adjustments on a regular basis.
Summative Assessments - These high stakes assessments typically occur at the end of a unit. Generally these have a higher point value than low stakes assessments. Examples include midterms, finals, and end of course projects. Summative assessments evaluate student learning at the end of an instructional unit or course of study.
Course Assignment Framework
Below you will find a table of different assignment types that can help you plan and build assessment activities. Each of these assignment types can be combined to complete different objectives.
| Assignment | Rationale | Advantages | Possible Combinations | Canvas Tool | |
|---|---|---|---|---|---|
| 1 | Assigned or Selected Readings | Students need to access and process textual information to develop background knowledge. | Include texts, Internet and library resources; expect reading comprehension; help keep students connected to course content |
1+5 Reading/Technology-Activity (Summarize readings as a chart or graphic organizer) 1+6 Reading/Current Events (Relate readings to news item) |
|
| 2 | Written Responses* | Students are expected to think and communicate their understanding in writing at the college level. | Evidence independent writing proficiencies; can be guided by a rubric; afford more personalized connections |
2+1 Written Response/Reading (Brief written response to assigned reading) 2+4 Written Response/Group Project (Group presents summary of a section or chapter) |
|
| 3 | Online Collaborations | Students can stay connected to the instructor, other students, and the posted resources via online discussions and collaborative tasks | Build interaction among students; promote accountability and ongoing input to instructor and students |
3+1 Online Collaboration/Reading (Use online discussion to respond to assigned reading) 3+7 Online Collaboration/Tests (Use online discussions to post and revise potential test items) |
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| 4 | Group Projects or Presentations | Some students prefer to work in pairs or groups and can get to know other students in other locations. Teamwork is a highly sought skill in most professions. | Promote cooperative learning and presentation skills; reduce the number of assignments to grade |
4+5 Group Project/Technology Activity (Explore various websites to analyze an issue) 4+6 Group Project/Current Event (Use Internet resources to develop PowerPoint or Prezi on current event) |
|
| 5 | Technology-based Activities | Students should advance their use of technology via course and career-related tasks. | Utilize students’ familiarity with technology and promote career-oriented applications |
5+2 Technology/Written Report (Use online resources for a synthetic summary) 5+8 Technology/Application (Use technology to make an educational activity targeting course content) |
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| 6 | Current Events Connections | Students can associate course content to current events and make connections to real-world applications. | Can be varied and add information/dimension to class discussions; can be controversial and stimulating |
6+3 Current Event/Online Collaboration (Post comments online to relate content and recent news item) 6+9 Current Event/Written Report (Use a real-world incident as a prompt for a written report) |
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| 7 | Tests and Evaluations | Students should evidence their “ownership” of course content. | Can be formative or summative; include objective formats; easier to grade and can be posted and completed online and asynchronously |
7+1 Tests/Reading (Assess knowledge of assigned reading in a traditional test format) 7+2 Tests/In-class Writing (Have students respond in writing to how they studied for and completed an assessment) |
|
| 8 | Application Projects | Students should be able to apply the course content in meaningful ways. | Allow for guided, but self-selected choices that promote creativity and motivation; can help connect theory to practice |
8+10 Application/Service Learning (Show how course content is applied to help others) 8+4+3 Application/Online Collaboration (Have groups apply content to a scenario posted online) |
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| 9 | Written Reports | Students need to critically comprehend and synthesize a variety of sources based on a strong thesis statement. | Expect college-level writing and higher-order thinking; represent one “big” task vs. several smaller activities |
9+10 Written Report/Field Experience (Guide a written reflection to analyze a field experience) 9+8 Written Report/Application (Argue for an application or model in a written proposal) |
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| 10 | Service-learning or Field Experiences | Students can be challenged to integrate course content into community-oriented applications and relate theory to practice in service to others. | Connect students to community for collaborative applications; put students in the field to provide negotiated services; don’t consume class time and take advantage of local resources |
10+6 Service-learning/Current Event (Use a current event to target a service project) 10+5 Service-learning/Technology (Use social media to understand and support a community project) |
*This was orginally "In Class Written Responses" but has been changed to "Written Responses" here to adapt it for the online teaching environment.
Source: Mohr, K. A. J. (2002). Planning for productive college-level work: Using the course assignment framework. Community College Journal of Research and Practice, 26, 469-477.