Table of Contents

Section 2: Student Learning and Assessment

Section 2 Student Learning and Assessment ObjectivesSection 2 Student Learning and Assessment Examples
2.1 (CORE) All Student Learning Objectives/Outcomes (SLOs) are specific, well-defined, and measurable.

Student Learning Objectives are measurable and reflect a hierarchy of critical thinking and application. Chronological module, weekly, or chapter level objectives must be present, and scaffold student learning objectives. Samples of Taxonomies include: Bloom’s Taxonomy Original and Revised (Forehand, M. 2005) , Technology Pedagogy Wheel (Carrington, A) .

  • Are the module level objectives present?
  • Do the module level objectives scaffold the SLOs?
  • Are SLOs and module level objectives prominently included in the LMS module?
  • Are the SLOs and module objectives specific, well-defined, and measurable?
2.2 (CORE) Grading policy is provided in a manner that clearly defines expectations for the course and respective assignments.

Statement describing how grades are calculated and late submission policy is provided.

  • Is the grading policy prominently provided in the syllabus and the “Start Here/Getting Started” module of the LMS?
  • Is there a table/list of all assignments provided along with their respective weights, points, or percentages?
  • Does the instructor include a policy in the syllabus regarding submission of late assignments?
2.3 (CORE) The learning activities (including the assignments and ungraded activities) must align to the course or module SLOs and promote or reference the specific SLO to be achieved.

The instructor explains how learning activities such as assignments or discussions contribute to the achievement of the stated SLOs. Aligned Example: A quiz asking students to identify and label body parts would align with an objective such as “Students will be able to identify and label body parts of a human female.” Misaligned Example: A forum having students talk about various body parts, would not align with the objective.

  • Are the SLOs or module level objectives referenced in the learning activities (#)?
  • Is it clear how the activities align to the SLOs or module level objective(s)?
2.4 (CORE) The assessment instruments (e.g., rubrics, grading sheets) are detailed and appropriate to the student work and respective outcomes being assessed. This includes assessing modes of online participation and contributions.

There are multiple ways for students to demonstrate competence or mastery. E.g., research project, paper, tests, presentations, or multimedia projects. Students are not just graded for online participation (e.g., number of required postings per week), but the quality of their participation and contributions. A clear articulation of requirements to be successful in the assignment must be present.

  • Are rubrics/grading sheets available for all major assignments?
  • Are there multiple ways students are assessed?
2.5 (CORE) Throughout the semester, the instructor provides multiple opportunities to give feedback on students’ learning and to help students “self-check” their learning.

Activities may include but not limited to self-check practice quizzes, draft of an assignment submitted for instructor feedback, and providing a sample of an exemplary assignment. The instructor effectively uses the Canvas gradebook or similar for timely quantitative and qualitative feedback. Substantive feedback is provided at multiple checkpoints in the course.

  • Does the instructor use self-check practice quizzes with embedded feedback?
  • Do videos include embedded quiz questions?
2.6 Throughout the semester, the instructor provides multiple opportunities to solicit feedback from their students about their learning and on the course for the improvement of the course.

The instructor may use anonymous mid-point and end of course surveys, instructor office hours, and Question Cafe to solicit feedback or attitudinal data on the effectiveness or difficulty of the resources and activities to improve the course in the future.

  • Is there a mid-point survey to collect feedback on the course?
  • Are there opportunities for students to self-check their progress?