TEF: Assessment

Assessment

This dimension describes how instructors assess and evaluate student learning while considering institutional policies and procedures.

Sketch of magnifying glass in front of check mark.

Key Areas of Focus:

  • Use a variety of formative and summative assessment techniques to support learner achievement of learning outcomes based on validity, reliability, and fairness.
  • Adopt and/or develop and implement assessments in alignment with course and program outcomes.
  • Clearly communicate assessment and evaluation criteria and related information to learners.
  • Consider the issue of academic integrity when designing and implementing assessments.
  • Use timely formative and summative feedback to support student learning and development.

Sample Indicators of Effective Practice

The sample indicators are organized into three levels: Involved, Engaged and Leading. The levels are not dependent on the length of time that one has been an instructor as instructors begin their teaching careers with varied professional and academic backgrounds; however, as one moves from Involved to Engaged to Leading, the complexity of the skills and/or task increases.

Involved

Instructors at this level consider college policies, curriculum alignment frameworks (CAFs), and the need to provide learners with timely and constructive feedback gathered during the process of assessment and evaluation.

Examples

  • Aware of specific policies and practices related to grading, evaluation, and reporting of assessment results
  • Identifies how the assignments are aligned with the course learning requirements (CAF) and the learning activities
  • Ensures that learners know evaluation criteria before they begin assessment activities
  • Aware of polices relating to academic integrity at Lethbridge College and conveys expectations to students
  • Identifies the differences between formative and summative feedback and provides timely, constructive feedback that is specific and relevant to attaining learning outcomes
  • Aware that systemic inequities may disadvantage learners engaged in the process of assessment

Engaged

Instructors at this level ensure their assessments and methods of evaluation are aligned to course and program outcomesAssessments and methods of evaluation are communicated and implemented in a timely, equitable manner; are valid, reliableand fair; and, show ongoing consideration for diverse learner needs.

Examples

  • Uses a few valid, reliable, and fair assessment tools with confidence
  • Develops and adapts assessments that align with the course learning requirements and the course learning activities
  • Ensures that learners know assessment criteria before they begin assessment-related activities
  • Chooses and develops assessments to enhance academic integrity
  • Uses a variety of formative and summative techniques to provide regular, constructive, and personalized feedback to support student learning
  • Adapts assessment and evaluation resources and processes to ensure all students have equitable opportunities to participate in and benefit from feedback

Leading

Instructors at this level integrate a broad range of high-quality assessment techniques and methods of evaluation into their teaching practice and actively share their experience with colleagues. Assessments and methods of evaluation are valid, reliable, fair and show ongoing consideration for diverse learner needs. 

Examples

  • Incorporates peer-based assessment and self-assessment into a broad repertoire of  tools and techniques to provide learners with alternatives for demonstrating what they know
  • Shares various assessments and assessment design strategies that align with the course learning requirements and the course learning activities
  • Ensures that your learners know your assessment criteria well in advance of the assessment activity
  • Explores new strategies and collaborates with colleagues to promote academic integrity among students
  • Shares methods for formative and summative techniques with colleagues, including information about validity, reliability, and fairness
  • Integrates equity-mindedness into various roles as an instructor (teaching, research, service)