Assessment is a word that is used a lot in education. A great deal of scholarship focuses on the importance of assessment in higher education. But what do we mean by assessment? Instructors sometimes conflate grading with assessment. It is more than grading. Assessment is the strategic measurement of the extent of student learning in a course. Assessments should link student performance to specific learning objectives and provide feedback to both the instructor and the student on the performance of the student and areas for improvement.
Formative assessment
Formative assessments are used as part of the learning process. A formative assessment should help both the student and instructor monitor student learning. In this way, formative assessments help instructors to improve their teaching because they know where students are struggling and can address areas of concern quickly. Formative assessments also help students to become more self-directed. When students know their strengths and weaknesses, they can target their studies or ask for additional help.
Formative assessments are typically low stakes — either not graded or having a low point value. For example, you might ask students to:
- Write a one minute paper on a topic to demonstrate current understanding
- Summarize a lecture or reading in one or two sentences
- Submit a research proposal, draft, or annotated bibliography for early feedback on a large project
- Ask students to submit their muddiest point on a module or chapter.
Summative assessment
Summative assessments evaluate student learning at the end of a module, chapter, or semester. Student work is typically measured against a standard or benchmark.
Typically, summative assessments are high stakes, or worth a high percentage of the final grade. Summative assessments are familiar aspects of most courses:
- Final projects
- Research papers
- Exams
Want to learn more? Iowa State's Formative and Summative Assessment page is a great resource.
Authentic Assessment
Authentic assessments require students to apply concepts they have learned to real-world situations by having them complete meaningful task-based assessments. This type of assessment engages a variety of skills and measures higher levels of learning than traditional assessments. Authentic assessment helps students practice creative thinking and problem-solving, and allows for multiple paths to demonstrate knowledge.
Most authentic assessments involve complex questions and tasks that do not have straightforward solutions; students must research, brainstorm, practice, draft, and refine solutions in order to complete the assignment.
Examples of authentic assessments you can use in an online learning environment include:
- Peer Review
- Self-Assessment
- Problem Based Learning
- Online Journaling
- Interpretation of charts/graphs
- Have students design assessments
- Require answer justification (why is the answer correct?)
- Peer evaluation of reflections/essays
- Experimental interpretation- analysis of research-based findings
For more reading on authentic assessment:
- Inside Higher Ed: Q&A Toward Better Assessments in Online Courses
- Authentic Assessment in the Online Classroom
- IU Center for Innovative Teaching and Learning: Authentic Assessment
Assessment Resources
Canvas Gradebook Overview
Regular and substantive feedback on student work encourages academic growth and improvement. It is an important communication channel with your students. In the post below, we will discuss the general structure of grading and feedback in Canvas, as well as a link to Canvas documentation on feedback and grading.
When you set up your Canvas Grades (Gradebook) and provide feedback to students, you will be working in three distinct areas of Canvas.
Assignments
The Assignments area of the Canvas lists every graded item in Canvas — assignments, quizzes, and graded discussions. Assignment Groups organize assignments and are used for weighted grades if required.
This area exactly reflects the Grades (Gradebook) columns.
- How do I use the Assignments Index Page?
- How do I create an online assignment?
- How do I add an assignment group to a course?
- How do I give extra credit in a course?
- How do I publish or unpublish an assignment as an instructor?
- What assignment types can I create in a course?
- How do I weigh the final course grade based on assignment groups?
- How do I assign a graded discussion to everyone in a course?
- View all Canvas Assignments Guides
Grades (Gradebook)
The Grades (Gradebook) area of Canvas displays individual student grades, instructor feedback, and calculates total grades. The Grades (Gradebook) area has many features for entering, modifying, and overriding grades, posting/hiding columns, calculating late work deductions, and messaging students based on grading criteria.
- How do I use the Total column in the Gradebook?
- How do I get to SpeedGrader from the Gradebook?
- How do I enter and edit grades in the Gradebook?
- How do I send a message to students from the Gradebook?
- How do I use the Gradebook?
- View all Canvas Grades Guides
SpeedGrader
The SpeedGrader is the grading interface for online assignments, quizzes, and discussions. The SpeedGrader layout displays student work and grading rubrics, and feedback options (including annotations, written, audio, or video feedback).
Students access instructor feedback entered in the SpeedGrader through their view of Grades.
- How do I use a non-scoring rubric to assess submissions in SpeedGrader?
- How do I leave feedback comments for student submissions in SpeedGrader?
- How do I use SpeedGrader?
- How do I add a rubric to an assignment?
- How do I add a rubric to a graded discussion?
- How do I use the Canvas Comment Library for assignment comments I have saved?
- View all SpeedGrader Guides
Student View of Grades
Discussion Rubric Examples
3 Point Discussion Rubric (from Carrie Levin, UIS)
Import this 3 Point Rubric into your course from Canvas Commons.
| Criteria | Meets Expectations 1 Point | Developing 0.5 Points | Below Expectations 0.25 Points | No Post 0 Points |
|---|---|---|---|---|
| Initial Post – Original thought or contribution | Well-developed ideas, including introduction of new ideas; stimulates discussion. No mechanical issues. | Ideas are mostly well-developed, but new ideas are not introduced into the discussion or ideas do not stimulate discussion. Mechanical issues may exist. | Partially developed ideas; sometimes stimulates discussion. Mechanical issues exist. | No Post |
| Initial Post – Development of thought | Clear evidence of critical thinking – application, analysis, synthesis, and evaluation of topic content. Posting is characterized by clarity of argument, depth of insight into issues, originality of treatment, and relevance to course content. Posting provides clear references to assigned readings and articulate responses to discussion questions, sometimes including unusual insights. | Some critical thinking is evident, but could be improved with more application, analysis, synthesis, and evaluation of topic content. Posting tends to address peripheral issues. could be improved with stronger analysis and more creative thought, such as in-depth critique and application of assigned readings, Some references to assigned readings are made, but overall, questions are addressed indirectly. | Little evidence of critical thinking; could be improved with application, analysis, synthesis, and evaluation of topic content. Posting needs more analysis and creative thought, such as in-depth critique and application of assigned readings. | No Post |
| Response #1 | Response posting is well-developed and provides clear evidence of critical thinking with no mechanical problems. | Response posting needs additional development and/or does not provide clear evidence of critical thinking. Mechanical problems exist. | Response posting provides little content beyond agreeing with initial posting. | No Response |
| Response #2 | Response posting is well-developed and provides clear evidence of critical thinking with no mechanical problems. | Response posting needs additional development and/or does not provide clear evidence of critical thinking. Mechanical problems exist. | Response posting provides little content beyond agreeing with initial posting. | No Response |
20 Point Rubric (Joan Vandervale, UW Stout)
Import this 20 Point Rubric into your course from Canvas Commons.
| Criteria | Exemplary 4 points | Proficient 3 points | Limited 2 points | Unsatisfactory 1 point | None 0 points |
|---|---|---|---|---|---|
| Critical Analysis (Understanding of Readings and Outside References) | Discussion postings display an excellent understanding of the required readings and underlying concepts including correct use of terminology. Postings integrate an outside resource, or relevant research, or specific real-life application (work experience, prior coursework, etc.) to support important points. Well-edited quotes are cited appropriately. No more than 10% of the posting is a direct quotation. | Discussion postings display an understanding of the required readings and underlying concepts including correct use of terminology and proper citation. | Discussion postings repeat and summarize basic, correct information, but do not link readings to outside references, relevant research or specific real-life application and do not consider alternative perspectives or connections between ideas. Sources are not cited. | Discussion postings show little or no evidence that readings were completed or understood. Postings are largely personal opinions or feelings, or “I agree” or “Great idea,” without supporting statements with concepts from the readings, outside resources, relevant research, or specific real-life application. | No post |
| Participation in the Learning Community | Discussion postings actively stimulate and sustain further discussion by building on peers’ responses including 1) building a focused argument around a specific issue or 2) asking a new related question or 3) making an oppositional statement supported by personal experience or related research. | Discussion postings contribute to the class’ ongoing conversations as evidenced by 1) affirming statements or references to relevant research or, 2) asking related questions or, 3) making an oppositional statement supported by any personal experience or related research. | Discussion postings sometimes contribute to ongoing conversations as evidenced by 1) affirming statements or references to relevant research or, 2) asking related questions or, 3) making an oppositional statement supported by any personal experience or related research. | Discussion postings do not contribute to ongoing conversations or respond to peers’ postings. There is no evidence of replies to questions. | No post |
| Timeliness | Discussion postings are distributed throughout the module (not posted all on one day or only at the beginning or only on the last day of the module). | Discussion postings respond to most postings of peers within a 48 hour period. | Discussion postings respond to most postings of peers several days after the initial discussion. | Discussion postings are at midpoint or later in the module or contributions are only posted on the last day of the module. | No post |
| Etiquette in Dialogue with Peers | Written interactions on the discussion board show respect and sensitivity to peers’ gender, cultural and linguistic background, sexual orientation, political and religious beliefs. | Written interactions on the discussion board show respect and interest in the viewpoints of others. | Some of the written interactions on the discussion board show respect and interest in the viewpoints of others. | Written interactions on the discussion board show disrespect for the viewpoints of others. | No post |
| Quality of Writing and Proofreading | Written responses are free of grammatical, spelling or punctuation errors. The style of writing facilitates communication. | Written responses are largely free of grammatical, spelling or punctuation errors. The style of writing generally facilitates communication. | Written responses include some grammatical, spelling or punctuation errors that distract the reader. | Written responses contain numerous grammatical, spelling or punctuation errors. The style of writing does not facilitate effective communication. | No post |
16 Point Discussion Rubric (U Iowa)
Import this 16 Point Rubric into your course from Canvas Commons.
| Criteria | Excellent 4 points | Good 3 points | Fair 2 points | Poor 0 points |
|---|---|---|---|---|
| Relevance of Post | Posting thoroughly answers the discussion prompts and demonstrates understanding of material with well-developed ideas. Posting integrates assigned content and makes strong connections to practice. | Posting addresses most of the prompt(s) and demonstrates mild understanding of material with well-developed ideas. Posting references assigned content and may not make connections to practice. | Posting fails to address all components of the prompt. Makes short or irrelevant remarks. Posting lacks connection to practice. | No posting. |
| Quality of Post | Appropriate comments: thoughtful, reflective, and respectful of other’s postings. | Appropriate comments and responds respectfully to other’s postings. | Responds, but with minimum effort. (e.g. “I agree with Pat”) | No posting |
| Contribution to Learning Community | Post meaningful questions to the community; attempts to motivate the group discussion; presents creative approaches to topic. | Attempts to direct the discussion and to present relevant viewpoints for consideration by group; interacts freely. | Minimum effort is made to participate in learning community as it develops. | No feedback provided to fellow student(s). |
| Mechanics | Writing is free of grammatical, spelling, or punctuation errors. | Writing includes less than 5 grammatical, spelling, or punctuation errors. | Writing includes 4-5 grammatical, spelling, or punctuation errors. | Writing contains more than 5 grammatical, spelling or punctuation errors. |
Simple Online Discussion Rubric (UCF)
Import this Simple Online Discussion Rubric into your course from Canvas Commons.
| Criteria | Provocative 20 points | Substantial 15 points | Superficial 10 points | Incorrect 5 points | No Marks 0 points |
|---|---|---|---|---|---|
| Contributions | Response goes beyond simply answering the prompt; attempts to stimulate further thought & discussion | Response provides most of the content required by the prompt, but does not require further analysis of the subject | Response provides obvious information without further analysis of the concept; lacks depth of knowledge or reasoning | Response does not accurately address the prompt; rambling and/or without consistency | No response provided to the prompt within the associated timeframe |
What Should be included in Effective Feedback
A Journal of Educators Online study of online graduate students looking at what should be included in effective feedback and how should effective feedback be provided to students found five themes of effective instructor feedback:
Themes of Effective Instructor Feedback
| Theme | Summary |
| Student Involvement and Individuation | Effective feedback is a mutual process involving both student and instructor.
|
| Being Positively Constructive | Effective feedback provides constructive guidance that builds confidence.
|
| Gentle Guidance | Effective feedback guides through explicit expectations and ongoing coaching.
|
| Timeliness | Timelines for effective feedback are mutually established and met.
|
| Future Orientation | Effective feedback is applicable to future situations.
|
How Do Students View Canvas Feedback
Many students do not know how to view instructor feedback. Consider sharing this Canvas Guide on viewing instructor feedback with students early in each term.
Template for Successfully Providing Constructive Online Discussion Feedback
A publication by Virginia Commonwealth University provides 7 Steps for Providing Constructive Online Discussion Feedback Successfully. Their suggested template for feedback includes:
- Start with something positive – “You did very well in this week’s discussion.”
- State the grade and reason right away – “This week you earned 20/25 points.”
- State the correction as a reminder or recommendation – “Remember, five postings are needed for full participation points.”
- Provide an example or tip to reach the goal – “Here’s an example of a solution that earned full points.”
- State your expectation – “In the upcoming weeks, I will be looking for….”
- Remind them of available help – “Your success is important to me, so please email me when you have questions.”
- End with something motivational – “This was a tough assignment, but you did well overall.”
Student Peer Assessment
Quizzes, Surveys & Polls in Canvas
Using Quizzes in Canvas
Moderating quiz attempts and extended time
Students need to have individualized access to a quiz or test due to an accommodation through the Office of Disability Services, a technology issues, or life circumstances. Canvas provides easy tools for these situations.
Surveys & Polls in Canvas
Surveys can be a great way to ask students questions that do not necessarily have right or wrong answers. The Classic Quiz tool in Canvas allows you to set upgraded or ungraded surveys and can even be set to collect anonymous responses. This provides a great way to solicit anonymous feedback from students about your course mid-semester, to get feedback about a specific assignment, or even just to get to know your students better.
Here are some important points to consider when designing and implementing surveys in your Canvas courses:
- Surveys may only be created using the “Classic Quizzes” engine, rather than “New Quizzes.”
- Use the “graded survey” option if you want it to appear in the Syllabus area, the Gradebook, the Calendar, and the To-Do Lists. You may make graded surveys worth zero points.
- Note: If you have chosen to make results anonymous, you may wish to wait until all or a majority of students have taken the survey before viewing any results.
The Harmonize Discussion tool that UIS subscribes to also provides a polling tool that can be integrated into discussions or used by itself.
- How do I create a survey in my course? (Canvas Classic Quizzes)
- How do I create a poll in my course? (Harmonize in Canvas)
Online Discussion Boards
Discussion is at the heart of asynchronous online learning. Critical thinking skills for students can be developed. The expanded time frame offered by asynchronous learning gives ample time for reflection. Writing skills can be honed.
So how do we create effective discussions in online courses?
Do we simply ask open-ended questions? Do we assign each student a different aspect of a question? How do we manage discussions? How often should I post in the discussion forums?
In the articles below, you can explore various aspects that successful online instructors and researchers have found to be effective in courses.
How Often Should Faculty Post?
See Dr. Cheryl Hayeck’s response to this question in Faculty Focus: How Many Faculty Discussion Posts Each Week? A Simply Delicious Answer.
One of the most frequently asked questions from veteran and novice online faculty alike is, “How many weekly discussion posts should I contribute?” The reality is, there is an intricate balancing act to achieve the coveted “guide on the side” role in discussion forum facilitation. At the onset of weekly discussion, outstanding online instructors wait cautiously to ensure that peer interactions and student self-discovery have the time to flourish. Then, at precisely the right point, they add several probing responses, invoking relevance and scholarship into the discussion. Concomitantly, they vigilantly strive to avoid omniscient, overbearing, or evaluative posts that inhibit future participation. This professional dialogue continues in this way throughout the length of the discussion, where sustained interaction becomes a rich environment for critical thinking to flourish.
- (My) Three Principles of Effective Online Pedagogy by Bill Pelz
- 21 Ways to Structure an Online Discussion by Annie Prud’homme-Généreux in Faculty Focus
More Resources for Online Discussions
- CREST+ Model: Writing Effective Online Discussion Questions by Akin and Neal. JOLT 3:2, June 2007
- Best Practices in Online Teaching Strategies, Hanover Research Council
- Tips for designing good discussions from The National Teaching and Learning Forum. Though it is designed for F2F classes, many tips translate to online learning.
Midterm Formative Assessments & Surveys
All About Assessment
- Midpoint Course Checklist from COLRS
- 50 classroom assessment techniques handout from COLRS
- Assessment Basics – Carnegie Mellon University
- Mid-Term Teaching Evaluations – The Chronicle of Higher Education
- Field-tested Learning Assessment Guide for Science, Math, Engineering and Technology Instructors
Sample Assessments & Questions
- Learning from our Students (PDF) – Carleton University
- Midterm Evaluations by Suzanne Le-May Sheffield, Dalhousie University, Canada
- UC Berkeley Sample Midterm Evaluations
Tools for Assessment
- Qualtrics - UIS subscribes to Qualtrics. All campus members have access to this survey tool. Log in with your NetID and password.
- Web Toolbox – University of Illinois system tool for developing surveys. You will have to login in with your UIS email address and NetID password.
- TooFAST (Free Assessment Summary Tool) – Free, online, anonymous tool sponsored by several Canadian universities. It contains an enormous database of questions for instructors to choose from, or you may write your own.