What is the purpose of the assessments in your course? This is a simple question that can be hard to answer, particularly when the assessments we include in our course are ones we inherited from previous courses, textbooks, or ways we learned the content ourselves. Instead, I encourage you to ask yourself: What do I want to know my students can do after they’re done taking my course? Do they have space to practice those skills in class?
Authentic Tasks
Assessment for Learning at King’s College of London describes an authentic task as an assessment that fosters a deep approach to learning. The question “What do I want to know my students can do after they’re done taking my course?” can help you identify what is an authentic task for your students. For example, a biology class’ authentic task might be for students to understand how the different systems of the body work together. In lieu of an exam with questions testing the functionality of each discrete body system, the instructor might ask the student to create a visual representation of the different systems working together. The instructor could also make this a group project where each student serves as a specialist of a certain system and have the students work together to create the visual representation. The idea behind authentic tasks and assessments is to provide students with purposeful and challenging assessments that accurately reflect what students might be called upon to do after the course.
Exams
This isn’t to say all exams are inherently bad! Exam questions, when written thoughtfully and in a way that draws on students’ critical thinking (in lieu of rote memorization), can authentically assess your students’ learning and progress.
The Department of Teaching and Learning’s Teaching Tips has several exam resources for you on:
- Giving a high quality exam
- Giving non-proctored exams
- Alternatives to exams
Low Stakes Assessments
Otherwise known as a formative assessment, low stakes assessments can help your students practice and test their own knowledge or skills development before the high stakes midterm or final assessment. Low stakes assessments help both you and your students know where they are and where additional support might be needed. They set your students up for success in their higher stakes assessments. When we think about authentic assessments and tasks for our students, they are often not ones that can be fully mastered after one go-around. Is there a way you can build in opportunities for practice (without the stress!) in your class?
Breana Bayraktar’s Tips for Teaching Professors offers ways you can develop low stakes assignments in your course. Consider creating “check your understanding” quizzes that students can take multiple times -- this can make the quiz a learning tool to help students see where they still might need to focus their attention. Active learning can also give students the chance to practice with their peers, such as asking them to write a summary together or come to a shared conclusion.