10 Assessment
Instructions
Students are informed of how to complete and submit assessments and have access to supporting resources to achieve expectations.
| Learners are informed of which activities are graded and which are not. | |
| Clear and detailed instructions are provided for students to complete all parts of an assessment, its weight and how to submit it. | |
| Models of “good work” are provided, along with clear marking criteria and results. | |
| These models are similar enough to the graded activities to demonstrate what high performance looks like, but do not provide answers to the graded activity. | |
| For invigilated exams, details are provided on how to make arrangements for these. |
Design & Formats
The assessment strategy is aligned with the course learning outcomes and includes non-graded activities that scaffold knowledge and skill development.
| Large assignments are broken down into smaller assessments or scaled back to implement fewer, application-based assignments with moderate stakes to give meaningful feedback. | |
| Students are provided with the choice between a heavier-weighted assignment and several smaller ones. | |
| Alternative assessments and formats are offered to complete the assessments (e.g., essay, video, podcast) | |
| If required, learners are provided with some options in the learning activities that accommodate their individual needs and interests (e.g., an assignment may be submitted as a video presentation or an essay; learners can complete a pre‐test before a module that allows them to skip the module if their knowledge is sufficient). | |
| The course includes pre-tests and self-assessments to help learners identify areas for improvement and associated support resources. | |
| The course includes peer-assessment activities. Learners are informed about how to provide peer feedback. | |
| There is tolerance for error while students complete assessments. | |
| A grace period is offered after assignment deadlines. | |
| The course offers many opportunities for learners to assess their progress and receive timely feedback before graded activities. Feedback is specific, frequent, and timely. | |
| There are opportunities to receive feedback and coaching from the instructor during assignment preparation before assignments are submitted for final grading. | |
| Format of assessments aligns with the action that students need to demonstrate (e.g., writing -essay-, drawing -visual-, demonstrating and action -video-, organizing information -concept map-) | |
| Assessments are sequenced, varied and at the level of the course. | |
| Extra time is allowed for all students during online tests. (e.g., allowing 48 hours for completion). If students request additional time, refer them to McMaster University Student Accessibility Services) | |
| Learners can track their overall grade in the course using the Gradebook in Avenue to Learn. |
Marking Criteria
Learners are provided clear details of the marking criteria that will be used for all graded activities.
| Marking criteria are located with each graded activity. | |
| Clearly stated, detailed scoring rubrics or equivalents describe the important performance criteria expected of learners. Consider using the Rubrics tool in Avenue to Learn. | |
| The rubric is provided to learners before the start of the activity. | |
| The performance criteria align with the learning outcomes, and with activity requirements that are stated in the activity directions. | |
| Learners are encouraged to review the criteria before beginning the activity and after completing the activity as a self‐assessment. |
