Welcome to the nineteenth blog post in a forty-four week series walking through and explaining the Quality Matters standards.
This is the fourth standard in the third general standard of the Fifth Edition, 2014, Quality MattersTM Higher Education Rubric focusing on Assessment and Measurement. This post continues our discussion about creating meaningful assessment and how they relate to the idea of Alignment to the Learning Objectives.
Standard: 3.4 The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed.
In our earlier discussions about learning objectives we touched on how, even in a graduate level course, you may have to utilize some lower level Bloom’s verb at the beginning before gradually introducing the higher levels.
The same is true with the assessments. It is important to start with something like a multiple-choice exams before moving your way up to more authentic assessments such as writing blog posts or group projects. You should also strive make sure there is some kind of assessment each week and to vary your assignments. Later on we will talk about making certain that the navigation is consistent, which is different from having the same kind of assessment each week. Varying the types of assignments helps students demonstrate that they have grasped the concept that is being taught.
You want to be confident that students have enough time to master the content. Don’t go to fast and make sure the assessments you are using align with the learning objectives.
Contact The Ohio State University Quality Matter Coordinator, Tim Lombardo at firstname.lastname@example.org to learn more about Quality Matters and learn more how OSU faculty and staff can be compensated for the cost of training through the ODEE Quality Matters Grants.
The ODEE Quality Matters blog can be found at the ODEE Quality Matters Blog
Adapted from the Fifth Edition, 2014 Quality MattersTM Rubric © by The Ohio State University
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