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Quality Review Standard 3

Assessment & Measurement

Assessments are integral to the learning process and are designed to evaluate learner progress in achieving the stated learning objectives or mastering the competencies.

Select an image or video below to see examples and gather ideas about how to meet specific review standards.

Specific Review Standard 3.1Specific Review Standard 3.2 | Specific Review Standard 3.3 | Specific Review Standard 3.4Specific Review Standard 3.5 

QM Specific Review
Standard 3.1

The assessments measure the achievement of the stated learning objectives or competencies.

Your course assessments and learning activities should align with your course and module learning objectives to ensure that all learning objectives are appropriately measured throughout your course.

QM Specific Review
Standard 3.2

The course grading policy is stated clearly at the beginning of the course.

Your course grading policy should be made clear to your students. To communicate your course requirements, include information stating all deliverables and their associated points/percentages. Additionally, communicate how grades (final and individual assessments) are calculated. Don’t forget to include any special considerations regarding grading like extra credit. To best meet this standard, all your grading information should be available to students in close proximity.

QM Specific Review
Standard 3.3

Specific and descriptive criteria are provided for the evaluation of learners’ work, and their connection to the course grading policy is clearly explained.

Provide specific and descriptive criteria for your students explaining how they will be graded on all graded assessments. Rubrics can be the clearest and most concise way to provide this information or you can consider including very detailed grading descriptions. Students should have access to grading criteria at the beginning of the course in order to set expectations.

QM Specific Review
Standard 3.4

The assessments used are sequenced, varied, and suited to the level of the course.

The assessments in your should reflect varying levels of cognitive engagement and various types of engagement. Consider your aligned course and module objectives to help inspire this variety. For example, a course may require multiple choice knowledge check quizzes, small group presentations, a written midterm exam, a final paper, and a cumulative exam. Each assessment type is suited to the level of the course but is varied in format.

QM Specific Review
Standard 3.5

The course provides learners with multiple opportunities to track their learning progress with timely feedback.

There should be opportunities for your students to reflect upon what they are learning and incrementally track their learning progress throughout your course. Consider low-stakes knowledge check opportunities and formative assessments like discussions, paper and project drafts, peer review, and practice exams.

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