Assessment Strategies Module
Workbook Outline
Teaching in Support of Student Success - IUPUI Office for Professional Development
Name:
Course:
Section 1: General Principles of Grading and Assessment
Entry 1: Summarize your principles and practices in grading student work.
Entry 2: Draft a statement on your grading policy that you might include in the syllabus for the course
you chose to develop for this module. Suggest a function and procedure for formative evaluation of
student learning over the time period covered by your course.
Entry 3: Summarize what you have learned about general principles of grading and assessment
from Section 1, and describe what more you would like to learn about grading and assessment.
Assessment Module Outline
IUPUI Office for Professional Development
Last Revised December 2002
1
Section 2: Methods of Gathering Evidence
Entry 1: List as many different methods to measure student performance that you have used in your
previous courses. Then comment on which have been most satisfying and least satisfying to you and
why.
Entry 2: Describe an aspect of student participation or effort you would be interested in assessing for
your curriculum unit. Suggest a procedure for assessment.
Entry 3: Describe a cognitive or psychomotor outcome you would be interested in assessing for your
curriculum unit. Suggest a procedure for assessment.
Entry 4: Describe an affective outcome you would be interested in assessing for your curriculum
unit. Suggest a procedure for assessment.
Entry 5: Review your initial self-assessment of knowledge about Methods of Gathering Evidence.
Add to the text by summarizing what you have learned from Section 2, and describe what more you
would like to learn about this topic.
Assessment Module Outline
IUPUI Office for Professional Development
Last Revised December 2002
2
Section 3: Rubrics
Entry 1: Briefly describe what you already know about rubrics and what, if any, experience you have
had using them in your assessment of student work.
Entry 2: Create a rubric for the course you have chosen to work with in this module using the
guidelines listed in your module.
Entry 3: Review your initial self-assessment on knowledge about Rubrics. Add to the text by
summarizing what you have learned from Section 3, and describe what more you would like to learn
about this topic.
Assessment Module Outline
IUPUI Office for Professional Development
Last Revised December 2002
3
Section 4: Classroom Assessment
Entry 1: Describe what you already know about classroom assessment. Please give examples of
any procedures you have used to assess progress in student learning over the duration of a course
outside the traditional grading process.
Entry 2: Develop a Background Knowledge Probe question for a course that you teach. Remember,
the students’ answers to this question will give you a better understanding of where to begin your
lesson. Be sure to describe the outcome, evidence, method, interpretation and follow-up that guided
your decision.
Outcome:
Evidence:
Method:
Interpretation:
Follow-up:
Entry 3: Select one of the CATs described on the module page you just came from. How would you
apply it to your curricular unit? List the outcome, evidence, method, interpretation, and follow-up.
Outcome:
Evidence:
Method:
Interpretation:
Follow-up:
Entry 4: Select one of the CATs described on the module page you just came from. How would you
use it in your course: outcome, evidence, method, interpretation, follow-up.
Outcome:
Evidence:
Method:
Interpretation:
Follow-up:
Assessment Module Outline
IUPUI Office for Professional Development
Last Revised December 2002
4
Entry 5: Review your initial self-assessment on knowledge of classroom assessment. Add to it by
summarizing what you have learned from Section 4 and describe what more you would like to learn
about this topic. Remember, CATs are not used to grade students, but to adjust instruction and
improve student learning.
Section 5: Classroom Research
Entry 1: Describe what you know about classroom research and the scholarship of teaching and
learning. Also, briefly describe any experience you have had with either.
Entry 2: Describe a concern about student learning in your course and formulate a research
question for a classroom research project based on that concern. Identify some plausible sources of
previous classroom research on your topic.
Entry 3: Review your response to Entry 2 above. Add to it by describing sources of evidence on
student learning that you might use and procedures for gathering that evidence. It is OK to modify
your research question as you elaborate your research design. As a prompt, you might want to
review your workbook entry on Applications of Methods of Gathering Evidence.
Entry 4: Suggest some audiences for the findings of your classroom research project, and anticipate
some possible effects of your findings on practice.
Entry 5: Review your initial self-assessment on Knowledge of Classroom Research. Add to it by
summarizing what you have learned from Section 5, and describe what more you would like to learn
about this topic.
Assessment Module Outline
IUPUI Office for Professional Development
Last Revised December 2002
5