Queen's Learning Outcomes Assessment

Learning Outcomes Project
Learning Outcomes Project

1. Creating the assessment

In guiding the development Task- Course- Program (Context- Rationale for assessment)of authentic assessment to support student learning within a course using rubric-based assessment, all choices made should consider the context of the program and institution.

Student learning relates to:

a)Knowledge and understanding;
b)Proficiencies and practices; and
c)Attitudes and dispositions.
 

Authentic assessments can include each of these, while combining different types of knowledge:

•Declarative (knowing “what”);
•Procedural (knowing “how”);
•Conditional (knowing “why”); and
•Metacognitive (knowing "why")
  • What is the size of the class?
  • What prior knowledge do the learners have?
  • Are there any special needs?

What is the learning context?

  • Face-to-face
  • Blended
  • Online

Will the learners be working?

  • Individually
  • In pairs or small groups

What will the product "look" like?

  • Written e.g.
    • Advice letter/ blog
    • Analysis (of research/ product)
    • Book review
    • Design/ research proposal
    • Feature article/ editorial
    • Research essay
  • Presented e.g.
    • Campaign proposal
    • Documentary/ video
    • Oral Product demonstration
  • Performed e.g.
    • Debate
    • Play
    • Dance/ music recital