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Assessments and Grading Rubrics

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Assessment Tool

Description

Arturo Fernandez-Gibert, a Professor from CSU San Bernardino, provides three types of assessment in the class: diagnostic, formative, and summative. A sample of each assessment is provided, including grading rubrics for one learning module and for a formative and summative assessments.

QLT Objectives Met

  • QLT Section 2: Assessment of Student Learning
    • Objective: 2.1 All student learning Objectives/Outcomes (SLOs) are specific, well-defined, and measurable
    • Objective: 2.2 Grading policy is provided in a manner that clearly defines expectations for the course and respective assignments.
    • Objective: 2.4 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.

Material:

Additional Information

  • Material Type: Assessment Tool
  • Author: Arturo Fernandez-Gibert, Professor
  • Institution: California State University, San Bernardino
  • Date Created: 2021-02-20
  • Course Format:   Hybrid / Blended

QM Standard Equivalents

  • QM General Standard 2: Learning Objectives (Competencies)
  • Standard: 2.1 The course-level learning objectives describe outcomes that are measurable.
  • Standard: 2.2 The module/unit-level learning objectives describe outcomes that are measurable and consistent with the course-level objectives.
  • QM General Standard 3: Assessment and Measurement
  • Standard: 3.1 The assessments measure the achievement of the stated learning objectives.
  • Standard: 3.2 The course grading policy is stated clearly, available at the beginning of the course, and consistent throughout the course site.
  • Standard: 3.3 Specific and descriptive criteria are provided for the evaluation of learners’ work, and their connection to the course grading policy is clearly explained.
  • Standard: 3.3 Specific and descriptive criteria are provided for the evaluation of learners’ work, and their connection to the course grading policy is clearly explained.
  • Standard: 3.4 The course includes multiple types of assessments that are sequenced and suited to the level of the course.