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Module 2

Designing Effective Assessment


Learning Objectives

Design/select appropriate student learning goals:

  • Differentiate between student learning goals and other possible program, course, or teaching goals.
  • Recognize the basic components of an effective written student learning outcome when evaluating SLOs for use in assessment planning.
  • Explain the difference and relationship between program SLOs and course SLOs.
  • Formulate a learning outcome as a change in attitude, aptitude or behavior that a student can describe or demonstrate after participating in a program or learning experience.


Employ concepts of cognitive, behavioral, or affective development in drafting SLOs:

  • Describe the characteristics of the four major stages of cognitive development based on the Perry Scheme.
  • Evaluate SLOs from the perspective of Bloom’s hierarchy of cognitive processing and stages of knowledge development.


Differentiate among types of evidence collected during teaching activities:

  • Contrast the use of grades versus assessment data in higher education.
  • Differentiate between direct and proxy evidence of student learning.
  • Contrast the role of formative versus summative data.


Design or select appropriate assessment devices, measurement tools and measures:

  • Differentiate between the scoring rubric and the assessment device, e.g., a case study or essay.
  • Describe examples of the various assessment devices that can be used to collect assessment data, e.g., observations of performance or behaviors; examination of written or visual artifacts.
  • Apply the concepts of criteria, validity, performance levels, standards, and reliability in constructing and implementing assessment rubrics.
  • Contrast the different types of rubrics: checklist, rating scale, holistic, analytic int terms of usefulness for a specific program or goal learning goal.


Analyze student data using a given rubric or measurement tool:

  • Demonstrate effective scoring and analysis of student work using a given rubric.
  • Describe the advantages and disadvantages of norm-referenced and criterion-based standards in evaluating student performance.
  • Contrast the use of mode versus mean in reporting assessment results and identifying performance distributions.
  • Examine assessment data across sections for inter-rater reliability.
  • Triangulate data using direct and indirect sources.