Formative assessments are done in real-time during the course of instruction. While summative assessments evaluate what students have learned by the end of a course or unit of instruction, formative assessments are used to provide immediate feedback to students on their learning. This feedback helps students identify areas where they need more practice or instruction. Analyzed at the course level, formative assessment can be used to understand how well instruction is helping students to achieve the course learning outcomes. Formative assessments are typically “no stakes” or “low stakes,” meaning that they are often ungraded or are a small portion of the student’s grade.
Formative assessment plays a crucial role, as we strive to support achievement of learning outcomes for all students. By providing opportunities to practice and get real-time feedback to improve, formative assessments support all students to achieve.
PLOs at CSU This page provides a short, practical starting point for drafting Program Learning Outcomes (PLOs) for undergraduate and graduate degree programs, undergraduate concentrations, and certificates (graduate and standalone undergraduate) at CSU. It draws on CSU’s assessment guidance and
A brief introduction for faculty curious about moving beyond traditional letter grades Most of us were educated under a familiar system: assignments turned in, points tallied, a letter grade reported. That system has a long history — grade recording at
What is a Rubric? A rubric is a guide that articulates the expectations for an assignment and communicates the level of quality of performance or learning. As an assessment tool, a rubric sets the criteria for evaluating performance or work
Improving student engagement in the classroom is a hot topic amongst faculty these days. At some point in the conversation, the mythological college student makes an appearance. That perfect student of the past was always on time, had always done
Students Need to Know How they are Doing in Your Class Generally speaking, students want more frequent feedback about their course performance. Being unsure about their performance causes unnecessary anxiety and can negatively affect motivation to stay interested and engaged
Formative Feedback with CATs Classroom Assessment Techniques (CATs) are quick, low-stakes methods used to gauge student learning. CATs are highly effective and efficient student-centered strategies to check for understanding. Instructors can use the information as feedback to modify activities, provide
