Assessment for/as/of Learning

Educational assessment is most effective in a learning environment where students feel safe to take risks and where assessment is viewed as a collaborative enterprise between the instructor and student. By gathering formative and summative assessment information, instructors are compelled to reflect on the quality of their teaching and to implement changes in order to become more effective. Through the use of a variety of assessment practices, instructors become aware and more responsive to individual student needs and preferences. High-quality feedback also helps students to monitor their own progress towards achieving course outcomes. 

1. Empower students to critically evaluate their own work.
2. Set clear expectations (e.g. provide assignment outlines, grading criteria, rubrics, etc.) and provide meaningful and timely feedback to maximize.
3. Decisions on assessment and feedback should be guided by course objectives. Evidence of learning looks different across disciplines.
4. Assessment is a shared partnership between instructors and students. What and who do we value in our assessment practices?
5. Students should experience a diverse range of assessment methods including authentic and work-based assessments.
6. Assessment and feedback should be manageable for both instructors and students. Consideration should be given to the number, size, and timing of assessments to maximize student success through timely and useful feedback.
7. Continued improvement in assessment practices can be achieved through on-going instructor reflection and engagement in professional learning activities.
8. Assessment and feedback practices should be supported through consistent departmental practices and institutional policies.