III.1 Types of assessments measure the learning objectives & are consistent with activities & resources
III.2 Grading policy is clear and easy to understand
III.3 Assessment & measurement strategies provide feedback to the student
III.4 Assessments make use of the technologies associated with on-line class
III.5 Practice quiz/assignments are provided for quick student feedback

Assessments, learning objectives, and learning activities align in a clear and direct way. The assessment formats provide a reasonable way to measure the stated learning objectives.

Examples of inconsistency:

• The objective is to be able to “write a persuasive essay” but the assessment is a multiple choice test.
• The objective is to “demonstrate discipline-specific information literacy” and the assessment is a rubric-scored term paper, but students are not given any practice with information literacy skills on smaller assignments.

Examples of objective/assessment alignment:

• A problem analysis evaluates critical thinking skills
• Multiple choice quiz tests vocabulary knowledge
• A composition assesses writing skills

Some assessments may be geared towards meeting objectives other than those stated in the course; for example, a course may have a writing component as part of a college-wide “Writing Across the Curriculum” requirement. In that case suggest including appropriate objectives in the course.

(Note: Learning Objectives may be called Learning Outcomes.)

Alignment: This standard is included in Alignment (Critical course components work together to ensure that students achieve the desired learning outcomes.)

Review the clarity of presentation to the student, not the simplicity or complexity of a given grading system itself. A relatively complex grading system can still be unambiguous and easy to understand.

Example:

• A list of all activities, tests, etc. that will affect the students’ grade is included at the beginning of the course.

Students learn more effectively if they receive frequent, meaningful, and rapid feedback. This feedback may come from the instructor directly, from assignments and assessments that have feedback built into them, or even from other students.

Examples:

• Instructor participation in a discussion assignment
• Writing assignments that require submission of a draft for instructor comment and suggestions for improvement
• Self-mastery tests and quizzes that include informative feedback with each answer choice
• Interactive games and simulation that have feedback built in

Assessments make use of the technologies and security typically found in an online classroom.

Examples that DO meet the standard:

• Submission of text or media files by email or ‘drop box’
• Exams given in a proctored testing center
• Quizzes with time limitations, printing disabled, and other security measures
• Multiple assessments which enable the instructor to become familiar with individual students’ work and which discourage “proxy cheating” (someone other than the student completing and submitting work)

Examples that do NOT meet the standard:

• Required assessments that cannot be submitted online, such as a lab practicum in a science course.
• A course in which the entire set of assessments consists of 5 multiple choice tests taken online, with no enforced time limit, the print function enabled, and minimal security features in place.

Students have ample opportunity to measure their own learning progress. Look for examples of “self-check” quizzes and activities, as well as other types of practice opportunities that provide rapid feedback. These types of assignments should be voluntary or allow multiple attempts.

• Examples:
• Practice quizzes
• Games, simulations, and other interactive exercises
• Practice written assignments
• Peer reviews

"The Quality Matters™ program (www.qualitymatters.org) is sponsored by MarylandOnline, and was supported in part by the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education."