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  • 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.