I. Course Design Principles>C. Assessments

I.C.6 A sufficient number of assessments are included to obtain a fair and valid measure of students’ achievement. However, instructors should also make sure that students are not over-burdened with too many assessments.

Values Supported

Alignment
Responsibility
Adaptability

Overview

Methods for assessment may vary considerably, depending on the discipline and the level of the class. The principles to bear in mind are that students’ performance may vary over time, so you ought to be careful that you get a fair and representative sample of their work. However, too many assessments will add to the instructors’ workload as well as the students’.

More assessments lead to greater correspondence between learning objectives of course units and opportunities to demonstrate learning, contributing to Alignment and Responsibility. Using many measures that may change (for various reasons) makes it easier to revise or replace individual assessment assignments, contributing to Adaptability.

Practice

Determined by traditional expectations within the discipline

Resources

Current educational theory and research supports the concept of timely and continuous assessment. For example, Arthur Chickering and Zelda Gamson’s essay “Seven Principles” supports frequent feedback to students about their progress. See:http://teaching.uncc.edu/articles-books/best-practice-articles/instructional-methods/7-principles