What are Helpful Assessment Activities?

Essays, projects, performances, and other types of assessments can use rubrics that are completed by the instructor, student peers, and/or students themselves that are then compiled to see trends across students and across sections. 

For instance, a rubric on Final Essays in History 120, History of the Non-Western World I, might demonstrate that 

• Related to demonstrating understanding of the development of science and technology in the non-Western World, 20% of students exceeded expectations, and 80% of students met expectations. 

• Related to demonstrating an understanding of political interaction among major non-Western and Western civilizations in global history, 10% of students exceeded expectations, 60% of students met expectations, and 30% of student did not yet meet expectations. 

With essays, projects, performances, and other types of assessments that involve scording student work on a rubric, another option can be to involve experts who are external to the college to score the rubric and provide written comments. This can help draw in perspectives from professionals working directly in the field and outside of the course. 

For instance, in a Journalism course, news professionals can review and score student writing. In a Business course, small business owners might score students giving Pitches for an assignment. 

Note:  While including external reviewers of student work is an excellent option, the instructor must still grade student work. If you are interested in partnering with external reviewers for your course assessment, please contact Tyler Roeger, Associate Dean of CETAL, at troeger@elgin.edu to create a plan. 

On an exam, the instructors tag each question with one or more of the learning outcomes that the question assesses. Then, exam scores across students and sections are compiled and categorized based on how achievement on each outcome. 

For instance, in Biology 201, Principles of Nutrition, an itemized exam could illustrate that 

• 80% of students correctly answered all questions related to Applying nutrition assessment and professional and government standards and tools to plan a healthy diet

• 80% of students correctly answered all questions related to Describing structure and physiological functions of the organs of the human digestive and circulatory system as they relate to nutrition. 

• 65% of students correctly answered all questions related to Describing, integrating, and applying the metabolic pathways for releasing energy from carbohydrates, fats, proteins, and alcohol. 

Pre and post refers to tasking students to complete the same quiz, the same assignment, or the same self-reflection prompt at least twice during the semester:  once near the beginning and once near the end. Doing so is intended to assess student progress, in addition to end of the course mastery. 

In addition to directly assessing students' achievement on writings, performances, demonstrations, and exams, much can be learned by asking students to reflect on their own learning articulate their areas of growth and challenge points related to the course topics. Responses can them be compiled for themes and significant points. 

In short writings, audio recordings, or videos, students can be asked to respond to questions such as 

• Choose two of our course learning outcomes and describe the ways you've grown in meeting those outcomes. Provide examples of any challenges you encountered or problem-solving you need to do, and explain how you demonstrated growth on the outcomes with examples from two of your course assignments. 

• What course topic or skill this semester did you find most challenging? Why? What resources or course components were most helpful for you in progressing in that topic?