STANDARD 5
5.01 Course grading policy, including consequences of late submissions, are stated CLEARLY.
Grading policies allow students to understand how they will be assessed and how their learning will be measured. Not only does a grading policy promote objective assessment for each student, but it is a contributing factor to the motivation of students. In addition to a clear grading policy, it's important to communicate with students the consequences of late submissions for any work. It's good practice to share this information at the beginning of each term so that there are no questions or miscommunications about this when final grades are being submitted.
5.02 Varied, level-appropriate assessments occur throughout the course and measure the stated learning objective(s).
There are several types of assessments, each with a different purpose.
- Diagnostic tests, like pre-tests, are used to assess the current knowledge of your students.
- Observations, assignments, and reflections are all considered formative assessments, which are used to provide feedback and correct misunderstandings in students' learning before a final summative assessment.
- Final exams, projects, and portfolios are considered summative assessments and measure a student's learning has been completed.
Source: Joshi, N. (n.d.). Types of Assessments [Chart]. Evelyn Learning. https://www.evelynlearning.com/wp-content/uploads/2020/11/Assessment.png |
5.03 Instructions and expectations for graded assignments are specified clearly (due dates, rubrics, submission instructions).
Clear instructions and expectations for graded assignments provides a win-win situation for all. For students, it provides clear guidelines to know what is expected of them and how they can be successful in the activity or assignment. For instructors, it provides easy, quick, and unbiased grading of student work. For both, it provides opportunity for feedback. Students are able to self-assess and provide feedback to themselves by reading through the criteria and descriptions to know that the work they are producing meets the expectations. For instructors, the criteria and descriptions provide a starting point for conversations about feedback when a student has not fully met the criteria.
Source: Stuyniski, E. (2015, June 23). Four Essential Feature of Rubric in Action [Illustration]. UCONN. https://kb.ecampus.uconn.edu/wp-content/uploads/sites/440/2015/07/Four_Essential_Features_of_Rubrics_Example-300x232.png |