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Redesigning Assessments

It's important to note that as we shift to remote delivery, we can't simply move what we would've done in the classroom to the digital space. When redesigning assessments, be certain you are clear about the learning outcomes you are evaluating. We understand that you may have concerns about ensuring academic integrity, a number of strategies have been provided to support you in authentic assessments design. Education consultants and learning technology strategists are available to help you make design decisions. For support, contact tlcommons@kpu.ca.

Top ten tips for redesigning course assessments

  1. Simplify! Revisit and review your learning outcomes. What have you already assessed? What matters now is only what has not yet been assessed. Let go of the rest.
  2. Reduce! Try to identify assessments that can be used to evaluate more than one learning outcome.
  3. Explore inclusive approaches to supporting student assignments during times of disruption.
  4. Shift to a deeper synthesis of fewer concepts and have students represent the information in two different ways (e.g., in a Word document, analyze the relationship between two theoretical models and represent the information using Smart Art).
  5. For participation/contribution grades consider basing these on current contributions and a brief self-evaluation.
  6. Have students annotate a new (related) reading and compare annotations with a partner to create a reading guide and a next step to expand upon the knowledge. 
  7. Since students are already preoccupied with thinking about Coronavirus, a final assignment could explore links between the current crisis and their subject matter. Here's a list of more ideas to design assessments that draw on Coronavirus-related topics.
  8. Canvass students via email or Moodle Chat/Choice/Questionnaire to review assessment up to this point in the course and ask them about what would be the most meaningful ways for them to demonstrate their knowledge in the new remote environment. If it supports the learning outcomes, have student comment on how a change in modality has changed the way they derive meaning from the course and why.
  9. Consider a rich self-assessment as a summative evaluation. What have students taken from the course? Which concepts/topics/activities have they found most valuable and why? What have they learned to understand better/differently? What surprises have they encountered? Was there anything unsurprising? What courses are they considering taking next semester and how do they see these courses connect connecting, moving forward?
  10. Be flexible! Students are likely stressed and struggling with many competing priorities, demands, and needs. Be gentle with them and extend grace where possible for deadlines.

Contributions

  • Arley Cruthers (Teaching Fellow, Open Education)
  • Gina Buchanan (Senior Manager, Educational Development)
  • Lilach Marom (Teaching Fellow, Interculturalizaion & Internationalization)
  • Seanna Takacs (Educational Consultant, Universal Design for Learning)

Final Assessment Options Flow Chart

The following flow chart was created to provide options to help you redesign your final assessments.

Final Assessment Options Flow Chart

 

PDF icon Download the Flow Chart

Academic Integrity with Online Assessments

This resource is dedicated to help you maintain academic integrity during online assessments.

Blog Posts

  • KPU Instructors Transitioning to Remote Learning: Four Faculty Share Their Stories

    Each day, we’ve been providing quick tips for faculty switching to remote instruction. To help you understand how these tips look in practice, this blog post profiles four faculty members who are tackling the challenge of moving to remote and digital delivery in different ways. If you’d like help bringing any of these ideas into your own course reach out to the Teaching and Learning team here