Assessment design

Overview

Assessment encompasses the methods used to provide feedback and evaluate student learning, and typically includes both formative (low-stakes, progress-monitoring) and summative (evaluative, graded) approaches.

At UVic, assessment is expected to be criterion-based: student work is evaluated against clear criteria rather than against other students. Curved grading is not permitted.

Effective assessment practices

• Align clearly with learning outcomes
• Use transparent criteria and rubrics
• Include formative and low-stakes opportunities
• Support student reflection, feedback, and self-regulation
• Use multiple methods to represent learning fairly

Low stakes (formative) assessment

Creating a low-stakes (or no-stakes) class assessment, students are encouraged to experiment and take risks without worrying that a wrong answer may affect their final grade. They are supported to make mistakes, and then revise their work or thinking without penalty. The result can be more insightful comments and connections, enthusiasm, interest and energy in the class.

Alternative forms of assessment

While high stakes examinations are sometimes necessary, alternative forms of assessment are an excellent way of facilitating critical thinking, problem solving, communication skills, real-world learning, and application of knowledge.

When selecting an alternative assessment, consider how it supports students to achieve and demonstrate the intended learning outcomes. Assessments should measure the skills or knowledge that students are meant to learn in a given course. It should also give students the opportunity and guidance to demonstrate these skills and articulate what they have learned.

Further resources

• Intended learning outcomes
• Using Brightspace for assignments and assessments
• Grading assessments using Crowdmark
• Assessment descriptions
• Academic integrity and assessments
• Accessible teaching strategies for assessments