Assessment and Measurement
NC Checklist for Course Sites – Resource Library
The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed
| Criteria | Resources for Implementing |
|---|---|
| Are varied types of assessments integrated into the course to provide multiple ways for learners to demonstrate mastery of outcomes and objectives? | |
| Are assessments specifically designed or adapted for delivery in the online environment, accounting for opportunities or constraints unique to this instructional format? |
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| Are assessments accompanied by clear and detailed instructions and do learners have mechanisms to ask questions for clarification? | |
| Have assessments been included that require learners to apply what they learn and to think critically? | |
| Are assessments intentionally sequenced to enable learners to build on previously mastered knowledge and skills gained in this course and prerequisite courses? | |
| Are assessments paced in such a way that learners have adequate time to achieve mastery, integrate feedback, and complete work in a thoughtful manner? | |
| Do timed tests have an availability window that allows students some flexibility in the time that they can access the test, usually at least 24 hours? |
Course grading structure and criteria are clearly communicated
| Criteria | Resources for Implementing |
|---|---|
| Are course grade breakdowns and calculations clearly explained to learners? | |
| Are the points, percentages, and weights for each component of the course grade clearly stated? | N/A |
| If applicable, are the instructor and/or program policy on late submissions clearly stated? | N/A |
| Are learners provided with clear and complete descriptions of the criteria that will be used to evaluate their work and other contributions to the course? | |
| Where applicable, are learners provided with a rubric or other grading guide in advance of the submission of their assessments? |
General Resources
The course provides learners with multiple opportunities to track their learning progress
| Criteria | Resources for Implementing |
|---|---|
| Are learners provided with frequent, timely and actionable feedback for each assessment? | |
| Are a variety of forms of feedback available to students? | |
| Has the instructor shared their approach for responding to student questions and providing feedback on assessments, including typical response timelines? | |
| Optional: Are learners provided with practice opportunities that provide timely feedback, such as self-check quizzes and other activities? Such assignments may be voluntary and/or allow multiple attempts. | |
| Do students have an opportunity to provide feedback on the course prior to the end of the semester? | N/A |
| Is there a plan in place for acknowledging and responding to course feedback? | N/A |