Assessments

2.1. Module learning outcomes consistent with the course-level outcomes.
2.2. Assessments types measure course outcomes and required performance.
2.3. Course includes rubrics or comparable mechanisms by which students know how their performance will be graded/assessed.
2.4. Examples (and non-examples) given where applicable to communicate quality expectations to students.
2.5. Many self-assessment opportunities for pre-and post-assessment or “self-check” practice assignments measuring achievement of goals/outcomes provided across learning modules.
2.6. The combination of assessments (self, peer, formative, and summative) throughout course provides constructive, meaningful, and actionable feedback to students.
2.7. Multiple means for student demonstrationof learning represented across course assessments e.g. essays, portfolios, interviews, role playing, blogging, case studies, etc.
2.8. Mix of traditional and alternative assessments designed to mimic authentic environments used throughout course to facilitate transfer of learning.
2.9. How to access the online gradebook/scores including clear explanation of how work is collected and returned.
2.10. Major course assignment descriptions (e.g. projects, research papers) easily accessible online and include relationship to outcomes/assessments.
2.11. Plagiarism detection strategies used where applicable and their use communicated to students.

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