Learning Design for Technology-Mediated Environments

Category Assessment

Assessing Learning

In higher ed, there is an expectation that student work will be of sufficient academic quality, often called ‘rigour’. This is why the University of Victoria publishes the grading standards in every syllabus, and why we also published information about… Continue Reading →


Feedback Please take a few minutes to read Hattie’s book section Feedback in Schools, linked here. As you read, make note in particular of the three feedback questions, Where am I going?, How am I going? and, Where to next?… Continue Reading →

Reliability and Validity

Validity and reliability are two important ideas that must be considered when thinking about assessment in any context, and especially in learning environments. An assessment is considered valid if it directly measures the product of the stated outcomes, or, stated… Continue Reading →

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