In this section, find information about:
Assessment in Large Enrollment Classes
Assessment approaches for large classes can become dull and repetitive; however, there are a number of learner-centered approaches to vary your assessments in your large courses.
Classroom Assessment Techniques (CATs)
CATs are quick, low-stakes methods used to gauge student learning.
Early Feedback
Early feedback can be given throughout the first few weeks of the semester.
Five Misconceptions on Writing Feedback
Addresses common misconceptions and offers suggestions for instructors responding to student writing.
Frequent Feedback
Providing timely and quality feedback throughout the semester are key aspects of the teaching and learning dynamic that leads to student success. Timely and engages students in their learning and affirms that instructors care and are paying attention to them.
Online and Remote Exams
Considerations for creating and administering remote exams in light of the COVID-19 pandemic, developed by the CTL, OIT, and other campus partners.
Rubrics
Learn about the use of rubrics in the classroom, including a short video presentation introducing rubrics.
Student Learning Outcomes Assessment
Assessing student learning outcomes is a process that is best done by faculty in the academic program. Learning outcomes are discipline-specific, and are appropriate to the degree level.
Student Peer Assessment
Student peer assessments are structured opportunities for students to provide and receive meaningful feedback on their work from their classmates. Peer assessments can improve student work without a proportionate increase in instructor workload.
Student Self-assessment
Fostering students’ self-assessment skills can help them develop an array of transferable lifelong learning skills. Learn more about techniques you can use to engage students in self-assessment of their growing skills and knowledge, learning goals and processes, products of their learning, and progress in courses.