What is Assessment?
Student Learning Outcomes (SLOs)
Assessment Tools and Data
Closing the Loop
Implementing Assessment Training on
References & Resources
Using Materials from
Assessment Prompts Learning
In an alternative perspective to that dreaded question,
“Will this be on the test?” Boud (1995a) suggested that assessment
prompts learning. In other words, faculty provoke deep learning with
appropriate types of challenging assessment methods, or conversely,
develop rote memory and recall via assessment methods. Student learning is guided not only by what we test, but also
by how we
test. If we ask for simple recall, students will study and regurgitate; if we ask
for synthetic, evaluative and analytical questions, their studying must
Assessment can help faculty address
learning using new cognitive research information.
New technology and recent research
concerning how people learn has provided important information about the
brain that can enhance classroom pedagogy and improve learning. The
following information is excerpted from Knowing What Students Know
by the National Research Council.
Students come to class with
pre-conceptions that must be engaged or they will fail to grasp new
concepts and information, or they will learn new information for a test
only to revert to preconceptions outside of class.
Students develop competence in an area
when they have: (a) a deep factual knowledge,
(b) understand the facts within a conceptual framework, and (c) organize
knowledge so that
they can retrieve and apply it.
Students that take control of their own
learning, through a metacognitive approach (monitoring
their own goals and progress in achieving them) are able to achieve deep
and permanent learning.
Assessment represents an essential
component for improving teaching and learning but it must
target proficiency of content and metacognitive skills.
An important role for assessment
is timely, informative feedback to facilitate practice and
acquisition of proficiency of skills and deep learning. Assessment
should reveal the development
of knowledge and skills to allow formative improvement, not just
summative judgment, if it is
to improve teaching and learning.
Technology represents a unique
opportunity to engage knowledge and cognitive skills, and assess
proficiency in an enriched environment.
Please use the link at the right for more
exciting information about deep learning.
Proceed to the conclusion of this
Background Information on Deep
Materials on the Learning
Section 2 Document