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QA Course Overview
The Quality Assurance Rubric, for the Assessment and Measurement Section 1.1 states:
The types of assessments selected measure the stated learning outcomes and are aligned with course outcomes, activities, and resources.
From the SD Board of Regents
Expectations
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Assessments, learning outcomes, and learning activities should align in a clear and direct way. Your assessment formats should provide a reasonable way to measure your stated learning outcomes.
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Assessments can be quizzes facilitated through D2L, or any number of other methods to evaluate the progress of the student (e.g. research papers, discussions, assignments, etc.).
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The key to satisfying this review standard is to make sure those assessments match your learning outcomes (see examples below).
Examples
- Why should assessments, learning objectives, and instructional strategies be aligned.
- A simple example would be that if you require your students to be able to articulate their opinions through writing, you should require them to write a paper or participate in a discussion. Taking a multiple-choice quiz to assess this outcome would not be appropriate. That is not to say that multiple-choice quizzes are inappropriate; for example, if you want to address critical thinking, you can pose a question and give a list of scenarios:
A patient exhibits signs of drowsiness, stomach pain and drooling. They complain of dizziness and thirst. Furthermore, they have an unusual odor on their breath and have unusual stains on their skin. Most likely, this person is suffering from:
- heat stroke
- inebriation
- chemical poisoning ←
- a concussion
- outcome/assessment alignment:
- a problem analysis evaluates critical thinking skills
- a multiple choice quiz verifies vocabulary knowledge
- a composition assesses writing skills
- inconsistent alignment between learning outcomes and assessment:
- the outcome is to be able to "write a persuasive essay" but the assessment is a multiple choice test
- the outcome is to "demonstrate discipline-specific information literacy" and the assessment is a rubric-scored term paper, but students are not given any practice with information literacy skills on smaller assignments
References
QM FIPSE rubric I.4 and I.5
IDEA methods 1, 2, 4, 10
DOE 34 C.F.R. § 668.22
Other Examples
Example 1: Environmental Science Course
Course Learning Outcome: Students will be able to analyze and interpret environmental data to assess the impact of human activities on ecosystems.
Assessment Format: Research Paper and Data Analysis Report
Alignment with Learning Outcome:
Learning Activities:
- Data Collection Exercise: Students participate in a field trip to collect environmental data (e.g., water quality measurements, air pollution levels).
- Data Analysis Workshops: Weekly workshops on data analysis techniques using statistical software.
- Readings and Lectures: Assigned readings and lectures on environmental impact assessment methods.
Assessments:
1. Research Paper: Students write a research paper analyzing the collected data to assess the impact of a specific human activity on the ecosystem. They must use the data analysis techniques discussed in workshops and incorporate relevant literature from the readings.
- Alignment: The research paper directly measures the students' ability to analyze and interpret environmental data, which is the core of the stated learning outcome.
2. Data Analysis Report: Students submit a detailed report on their data analysis process, including statistical methods used, results obtained, and their interpretation.
- Alignment: This report provides a detailed assessment of the students' proficiency in data analysis and interpretation, reinforcing the learning outcome.
Example 2: English Literature Course
Course Learning Outcome: Students will be able to critically analyze literary texts and articulate their interpretations through written essays.
Assessment Format: Critical Analysis Essays and Discussion Participation
Alignment with Learning Outcome:
Learning Activities:
- Close Reading Assignments: Weekly close reading exercises where students analyze specific passages from literary texts.
- Class Discussions: Facilitated discussions on themes, character development, and literary techniques in assigned readings.
- Writing Workshops: Workshops focused on essay writing skills, including thesis development, argumentation, and use of textual evidence.
Assessments:
- Critical Analysis Essays: Students write several essays throughout the course, each requiring a critical analysis of a different literary text. Essays are graded on their ability to develop a thesis, use textual evidence, and provide coherent arguments.
- Alignment: These essays measure students' ability to critically analyze texts and articulate their interpretations, directly reflecting the stated learning outcome.
- Discussion Participation: Students are evaluated on their participation in class discussions, with a focus on their ability to contribute thoughtful insights and engage with their peers' interpretations.
- Alignment: Participation in discussions assesses students' analytical thinking and their ability to articulate interpretations in real-time, supporting the learning outcome.
These examples illustrate how assessments can be aligned with learning outcomes and activities to ensure that students are evaluated in ways that reflect their understanding and skills relevant to the course objectives.