Module 4: Assessment and Alignment (Oct. 15th – Oct. 28th)

Welcome to the halfway point in our learning together this term! Thank you to those who have been on top of all the module tasks, asking for support, and working productively in their PodGroups on your Learning Design Blueprint assignment.

If there is any information I need to know regarding the completion of this assignment in your PodGroups, please let me know.

From my perspective, most things are moving smoothly, and most of you are completing the module tasks/assignments, which is great! (and it contributes positively to our learning community) Please let me know if you need any support, whether with the tasks or intervening in group dynamics.

Here is the schedule for each module

• Module 1: September 3 to September 16 (2 weeks)
• Module 2: September 17 to September 29 (2 weeks)
• Module 3: October 1 to October 14 (2 weeks)
• Module 4: October 15 to October 28 (2 weeks)
• Module 5: October 29 to November 18 (3 weeks)
• Module 6: November 19 to December 3 (2 weeks)

I will also be available on Zoom on Thursday, October 16th from 4:00 – 5:00 p.m. for optional drop-in office hours. This is a chance to ask questions, get support, or check in. If this time doesn’t work for you, you are always welcome to book a meeting, phone call, or text with me throughout the semester.

Please let me know if I can support you in any way throughout this module!

Module Four Topics

Assessment is more than grading, as it is the process of gathering evidence to make informed judgments about learning. At its best, assessment provides meaningful information to both learners and instructors about progress, understanding, and next steps. In this module, we examine different types and purposes of assessment, how they align with learning outcomes, and how thoughtful design can make assessment both valid and reliable. We will also look closely at feedback as a key element in supporting growth and guiding learners toward deeper understanding.

What is Assessment?

Assessment can be understood as the set of practices we use to evaluate and interpret learning. Sometimes this involves observable and quantifiable measures, such as test scores, but often it involves more complex constructs like critical thinking, creativity, or collaboration that are harder to measure directly. In these cases, we rely on evidence of performance, inference, and professional judgment. Recognizing both the power and limitations of assessment tools is essential for effective design.

Formative and Summative Assessment

Formative assessment happens during the learning process. It provides learners with feedback they can act on, and helps instructors adjust instruction to meet learner needs. Summative assessment occurs at the end of a learning experience, evaluating overall achievement of outcomes. Both serve important purposes, but they work best when formative assessment is emphasized as an ongoing process that supports learners in improving before final evaluations are made.

Constructive Alignment

Effective assessment depends on constructive alignment, which is the deliberate linking of learning outcomes, learning activities, and assessment tasks. When alignment is strong, learners can clearly see how their work connects to what they are expected to know and do. Misalignment, on the other hand, creates confusion and can lead to unfair or inaccurate judgments about learning. Using tools like course blueprints can help ensure that assessments map directly onto intended outcomes.

Validity, Reliability, and the Hidden Curriculum

Assessment should be valid (measuring what it claims to measure) and reliable (producing consistent results). Yet assessments are never perfect measures of learning. External factors like fatigue, anxiety, or context can introduce error, and grading systems often imply a false level of precision. This is why broad categories with descriptors, like the UVic grading scale, can be more meaningful than fine distinctions such as 78% vs. 80%. At the same time, assessment practices communicate implicit values, known as the “hidden curriculum.” Choices about grading, effort, participation, and compliance reveal what we truly value as educators, sometimes in ways that contradict our stated intentions.

Assessment Design for Online Learning

Designing assessment in online environments requires particular care. Tasks that are easily copied, automated, or solved with an answer key may not provide meaningful evidence of learning. Instead, authentic assessments that ask learners to apply knowledge, create artifacts, or engage with real audiences provide richer evidence and reduce opportunities for dishonesty. Online assessment design should also consider flexibility, accessibility, and equity, ensuring that all learners have a fair opportunity to demonstrate their abilities.

Feedback Strategies and the Assessment Triangle

Feedback is central to learning. According to Hattie and Timperley (2007), effective feedback answers three key questions: Where am I going? How am I going? Where to next? Feedback operates at different levels, from correcting tasks to building self-regulation. The assessment triangle (National Research Council, 2001) reminds us that assessment involves three interdependent elements: cognition (what we intend to be learned), observation (the tasks we design), and interpretation (how we draw conclusions from performance). Thoughtful feedback strategies bring these together, helping learners close the gap between where they are and where they need to be.

Peer and Self-Assessment

Assessment does not always need to come from the instructor. Peer feedback provides valuable opportunities for learners to explain, clarify, and refine ideas together. Self-assessment encourages reflection, goal setting, and ownership of learning. Both approaches build metacognitive skills and foster responsibility, making assessment a shared and collaborative process rather than something done to learners.

Readings/Videos/Podcasts

• Chapter 1: The Big Picture: A Framework for Assessment in Online Learning
• Chapter 4: Authenticity and Engagement: The Question of Quality in Assessment
• The Nature of Assessment and Reasoning from Evidence
• Assessment and the Design of Educational Materials (Optional)
• Linking Formative Assessment to Scaffolding (Optional)

Tasks/Activities: You are expected to complete all the tasks below by Tuesday, October 28th (unless otherwise specified)

If you have any troubles with the content of this module, please connect with me, and we can find ways to troubleshoot together! I am always more than happy to help support your learning as we continue our learning through our EDCI 335 course.