Developing an Evaluation Plan

Assignments capture many ways for students to demonstrate learning, may be completed individually, in pairs or in groups, and may occur in-class, out of class, or online. Assignments are typically formative assessments focused on a specific topic and may be scaffolded individually to culminate in a larger assignment or other summative assessment. It is recommended that faculty use specific titling or description to differentiate between the focus and complexity of an assignment identified on the evaluation plan.

A focused, summative project designed to integrate learned skills and knowledge acquired during the course and program. The capstone project emphasizes practical application and applied learning, guided closely by faculty to ensure mastery of new concepts introduced during the project and may involve working with a community partner. Additionally, students engage in the development and enhancement of durable skills, such as critical-thinking, problem-solving, collaboration, and effective communication. Capstones often involve research and a final presentation or report. Capstones are most impactful when self-determined, where students have input into the topic or deliverable, and are often the final assessment students will complete (aside from exams).

An in-depth analysis of an authentic scenario or problem requiring the application of critical-thinking and problem-solving skills. A detailed description including all relevant data, questions, and directive for completion is provided to students, who may work individually, in pairs or in groups to engage in decision-making related to evaluation of the problem at hand and creating a potential solution. Case studies may range in complexity based on academic content and level of learning expectations.

A structured, written assignment that explores a specific topic in-depth or compares two or more topics. Essays and papers require students to conduct research, organize their thoughts, and present arguments or analyses in a structured format. Typically, students are required to adhere to set structural and citation requirements (e.g., APA, MLA, Chicago). An essay/paper is often a summative assessment for a module or course.

A formal assessment conducted under timed conditions to evaluate students' knowledge and understanding of course content. Exams typically occur at the mid-point (mid-term exam) of the course and at the end (final exam). Written exams focus on knowledge of facts, figures, and other discrete information crucial to a course, but can involve engagement in higher order demonstrations of comprehension, problem-solving, analysis, synthesis, critique, and even creativity. Exams may comprise one or more question types and may be structured to mirror licensing exams or other professional designation requirements. Some Exams may be performative, requiring students to apply skill sets to demonstrate level of mastery.

Low stakes activities or assessments that check for understanding, synthesize content or scaffold to work towards meeting course learning outcomes. They are designed to provide feedback to faculty about student engagement and understanding and inform just-in-time teaching strategies. These activities are conducted and evaluated in class (in-person or synchronous online); however, these marks may not be achieved solely through attendance. May be evaluated as “best of....”, such as “best 5 of 7 will be included towards overall grade”.

An on-campus activity involving observation, testing, experimentation, application of course concepts, or other hands-on learning with tools, equipment, and resources authentic to a specific field of study. These assessments are submitted or completed in-person and may be completed individually or collaboratively. Lab/shop activities allow students to apply theoretical concepts to experiments, fostering hands-on learning. These activities may include multiple components such as hands-on skill application, generation of a draft report, analysis or reflection, and/or written responses to set questions.

A low-stakes assessment completed asynchronously (completed on a student's own time) using an online platform (e.g., DC Connect). They are designed to provide feedback to faculty about student engagement and understanding and inform just-in-time teaching strategies. Online activities may be selected for hybrid, online or flexible/HyFlex delivery modes.

A compilation of artifacts, with or without self-reflective narratives, that showcase progress, subject or discipline-specific mastery and achievement of course learning outcomes, providing a comprehensive overview of student learning. Portfolios are typically a summative (final) assessment and may or may not be submitted at various points for formative feedback throughout the course.

Students present their ideas, explain a process, provide information or instructions, or raise or debate questions regarding an assigned subject. This can be completed individually or as a group and delivered live in class or pre-recorded and submitted. Presentations may or may not include visual support (e.g., slide shows, images, illustration) and are designed to demonstrate learning and understanding and develop communication skills.

An in-depth, extended investigation of a designated or self-selected topic or scenario, culminating in one or more deliverables such as a paper, report, presentation, or creative activity (e.g., academic poster, video). Projects typically address authentic/real-world situations or problems and may be completed over a period of days, weeks or months, individually, in pairs or in groups. They require the application of course concepts and theories, research and project-management skills, critical and creative thinking, and collaborative and interpersonal skills in the case of group/team projects. Projects may be divided into parts requiring submission at various points throughout the assigned period. Ideally, formative feedback is provided on each part of a project to improve the overall performance and result of the final project submission.

A detailed account of an activity, event/occurrence or experiment, sharing key elements such as process, product/result, analysis, participants and/or stakeholders. Reports may or may not include diagrammatic illustration of equipment or products, graphic representation of process(es) or location mapping. They typically include an analysis of or reflection on observations and/or the outcome and may be completed individually or in pairs.

An interactive and authentic representation of real-world scenarios, allowing students to demonstrate skills in a controlled environment. Simulations are non-linear in nature and require students to use critical and creative thinking skills to respond to ambiguity through direct decision-making. Simulations may be completed individually or as a group and may be used as either formative or summative assessments of student learning depending on the duration and complexity of the scenario, the autonomy of the student and the expectations relative to level of learning and experience.

A formal assessment conducted under timed conditions to evaluate students' knowledge and understanding of course content. Typically, written tests are longer in duration and number of questions than quizzes, but shorter than exams, and occur at the end of content modules or core topics. Written tests may comprise one or more question type and may be structured to mirror licensing or other professional designation requirements. Some tests may be performative, requiring students to apply skill sets to demonstrate level of mastery.

Short, specific assessments using a variety of question types (e.g., multiple choice, short answer, etc.) to gauge students' understanding of specific topics or weekly content.