{"id":97,"date":"2021-11-11T13:55:37","date_gmt":"2021-11-11T18:55:37","guid":{"rendered":"https:\/\/openstudio.pub\/hqoc\/chapter\/2-4-eliciting-learner-performance-event-6\/"},"modified":"2023-07-07T23:06:17","modified_gmt":"2023-07-08T03:06:17","slug":"2-4-eliciting-learner-performance-event-6","status":"publish","type":"chapter","link":"https:\/\/openstudio.pub\/qualitycourses\/chapter\/2-4-eliciting-learner-performance-event-6\/","title":{"raw":"2.4 Eliciting learner performance (Event 6)","rendered":"2.4 Eliciting learner performance (Event 6)"},"content":{"raw":"Gagn\u00e9\u2019s Events 6, 7, and 8 highlight important principles about learner-centred assessment. <strong>Event 6<\/strong> is about giving your learners the opportunity to practice newly acquired skills and self-assess their understanding of new concepts.\n\n[caption id=\"attachment_89\" align=\"aligncenter\" width=\"858\"]<img class=\"wp-image-86 size-full\" src=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2021\/11\/gagne-designdevelop-event6.png\" alt=\"Event 6 of the design and develop phase: Elicit Performance.\" width=\"858\" height=\"218\"> Caption: In Gagn\u00e9\u2019s Nine Events of Instruction framework, Event 6 focuses on eliciting performance from your learners.<br><span class=\"copyright\">Credit: University of Waterloo | <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/Gagnes-nine-events-6-d.pdf\" target=\"_blank\" rel=\"noopener\">Image Description<\/a> (PDF)<\/span>[\/caption]\n\nClosely related in practice, <strong>Event 7<\/strong> asks you to think about how you can provide timely and relevant feedback to learners, to help them identify gaps in their knowledge and understanding, and keep them on track. Providing feedback will be discussed in detail in<a href=\"https:\/\/openstudio.pub\/hqoc\/chapter\/2-5-providing-feedback-feedforward-and-assessing-performance-events-7-8\/\" target=\"_blank\" rel=\"noopener\"> Section 2.5<\/a>, alongside <strong>Event 8<\/strong>, assessing performance.\n\n[caption id=\"attachment_89\" align=\"aligncenter\" width=\"858\"]<img class=\"wp-image-87 size-full\" src=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/gagne-designdevelop-event7-8.png\" alt=\"Event 7 and 8 of the deliver phase: Provide Feedback and Assess Performance.\" width=\"858\" height=\"219\"> Caption: In Gagn\u00e9\u2019s Nine Events of Instruction framework, Event 7 focuses on providing feedback and Event 8 focuses on assessing performance.<br><span class=\"copyright\">Credit: University of Waterloo | <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/Gagnes-nine-events-7-8-d.pdf\" target=\"_blank\" rel=\"noopener\">Image Description<\/a> (PDF)<\/span>[\/caption]\n<h1>Use a variety of assessment types<\/h1>\nOnline teaching provides opportunities to introduce new types of assessments into your course. Tools like discussion boards and course chats, which allow for synchronous and asynchronous engagement, help to <strong>build a learning community<\/strong> in the course. <strong>Active learning<\/strong>, where learners are engaged in the learning process to think critically about course content, leads to greater understanding. Providing <strong>options for assessment<\/strong>, which offer learners agency over how they want to be assessed and allow them to tap into their own goals and interests, has been shown to increase learner engagement and persistence (Nilson &amp; Goodson, 2018) and is an important part of Universal Design for Learning (UDL). These strategies all reflect a learner-centred approach to teaching and learning, which helps to build <strong>learner investment<\/strong> in the course.\n<h2><a id=\"Provide-multiple-means-of-action-and-expression\" href=\"\"><\/a>Provide multiple means of action and expression<\/h2>\nAs CAST describes, \u201cLearners differ in the ways that they can navigate a learning environment and express what they know.\u201d To account for these differences, they recommend providing learners with <strong>options for action and expression<\/strong> (CAST, 2018). When thinking about assessments, consider\n<ul>\n \t<li>providing <strong>ample opportunities<\/strong> for students to seek and receive feedback (see <a href=\"https:\/\/openstudio.pub\/hqoc\/chapter\/2-5-providing-feedback-feedforward-and-assessing-performance-events-7-8\/\" target=\"_blank\" rel=\"noopener\">2.5 Providing feedback\/feedforward and assessing performance<\/a>),<\/li>\n \t<li>building <strong>transparent rubrics<\/strong> and <strong>grading frameworks<\/strong> (see <a href=\"https:\/\/openstudio.pub\/hqoc\/chapter\/2-5-providing-feedback-feedforward-and-assessing-performance-events-7-8\/\" target=\"_blank\" rel=\"noopener\">2.5 Providing feedback\/feedforward and assessing performance<\/a>),<\/li>\n \t<li>inviting activity and assessment submission through multiple means, and<\/li>\n \t<li>providing <strong>scaffolds<\/strong> to help learners practice and gain knowledge (see <a href=\"https:\/\/openstudio.pub\/hqoc\/chapter\/2-4-eliciting-learner-performance-event-6\/#Use-scaffolded-assessments\" target=\"_blank\" rel=\"noopener\">Use Scaffolded Assessments<\/a>\u00a0in this section).<\/li>\n<\/ul>\nExamples of each of these strategies and more are available on CAST\u2019s UDL Guidelines site on the <a href=\"https:\/\/udlguidelines.cast.org\/action-expression?utm_source=castsite&amp;utm_medium=web&amp;utm_campaign=none&amp;utm_content=aboutudl\" target=\"_blank\" rel=\"noopener\">Provide Multiple Means of Action &amp; Expression page.<\/a>\n\nFor more ideas about how to increase the accessibility of assessments, see <strong>An EDII Perspective: Quick Tips for More Accessible Assessments<\/strong>\u00a0below.\n<div class=\"edii-box\">\n<h3><a id=\"Quick-tips-for-more-accessible-assessments\" href=\"\"><\/a>An EDII perspective: Quick tips for more accessible assessments<\/h3>\n<ul>\n \t<li><strong>Offer a variety of assessment types<\/strong>: This provides opportunities for learners to use a range of skills, tap into their own goals and interests, and demonstrate learning in different ways.<\/li>\n \t<li><strong>Focus on small lower-stakes assignments rather than one large high-stakes assignment<\/strong>: This reduces learner anxiety and provides multiple opportunities for learners to demonstrate their learning over time rather than at one finite point (during which time they may have competing responsibilities).<\/li>\n \t<li><strong>Use built-in accessibility features in Word and PowerPoint<\/strong> to improve the accessibility of your assignment documents (or course content):\n<ul>\n \t<li><a href=\"https:\/\/webaim.org\/techniques\/word\/\" target=\"_blank\" rel=\"noopener\">See: Creating Accessible Documents in Word<\/a><\/li>\n \t<li><a href=\"https:\/\/webaim.org\/techniques\/powerpoint\/\" target=\"_blank\" rel=\"noopener\">See: PowerPoint Accessibility<\/a><\/li>\n \t<li><a href=\"https:\/\/webaim.org\/resources\/evaloffice\/\" target=\"_blank\" rel=\"noopener\">See: Word and PowerPoint Accessibility Checklist<\/a><\/li>\n<\/ul>\n<\/li>\n \t<li><strong>Make the \"hidden curriculum\" explicit<\/strong>: There may be many behaviours, attitudes, and approaches you are expecting learners to take in their assessments. Instead of assuming the learners already \"know\" these expectations, provide clear assignment instructions that outline the expectations and criteria for success; use rubrics, checklists, and if appropriate, provide a model\/exemplar assignment for learners to reference.<\/li>\n \t<li><strong>Provide learners with the choice to submit their assignment in various formats<\/strong> (e.g., text, audio recording, video recording) to accommodate different ways of learning and expressing knowledge.<\/li>\n<\/ul>\n<\/div>\n<h2><a id=\"Strategies-for-choosing-activities-and-assessments-that-develop-specific-skills\" href=\"\"><\/a>Strategies for choosing activities and assessments that develop specific skills<\/h2>\nA useful approach for determining <strong>which types of assessment<\/strong> to include in your course is to <strong>think about the skills you want your learners to develop<\/strong> by the end of your course. Be sure to choose assessments that are a good match for the skills outlined in your learning outcomes (Barber et al., 2020). The following table lists skill areas and example assessments that would be appropriate for assessing those skills:\n<table style=\"border-collapse: collapse;width: 100%\" border=\"0\">\n<tbody>\n<tr>\n<td><strong>Skill<\/strong><\/td>\n<td><strong>Summative assessment<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Communication<\/strong><\/td>\n<td>Essay, oral presentation, podcast, blog\/vlog, article, report, advocacy piece (presentation, visual, essay, report, etc.)<\/td>\n<\/tr>\n<tr>\n<td><strong>Creative abilities<\/strong><\/td>\n<td>Work of art, performance, model, writing, storytelling<\/td>\n<\/tr>\n<tr>\n<td><strong>Critical thinking and problem-solving<\/strong><\/td>\n<td>Text analysis, evaluation of sources, critical literature review, finding a solution to a novel scenario, case study<\/td>\n<\/tr>\n<tr>\n<td><strong>Inquiry and analysis<\/strong><\/td>\n<td>Research summary, lab\/experimental findings, deconstructing and analyzing an existing method\/product\/object\/idea using course concepts, case study<\/td>\n<\/tr>\n<tr>\n<td><strong>Personal development<\/strong><\/td>\n<td>Learning, professional, or reflection portfolio; self-disclosed summary of learning in the course; reflexive analysis<\/td>\n<\/tr>\n<tr>\n<td><strong>Quantitative reasoning<\/strong><\/td>\n<td>Problem set, data presentation, data analysis<\/td>\n<\/tr>\n<tr>\n<td><strong>Teamwork<\/strong><\/td>\n<td>Team education campaign, written dialogue, peer review form, team report on a simulation experience<\/td>\n<\/tr>\n<tr>\n<td><strong>Technical skill<\/strong><\/td>\n<td>Design project, prototype, algorithm<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p class=\"copyright\"><strong>Note: <\/strong>Examples of skill areas and summative assessments adapted from <em>The New Roadmap for Creating Online Courses<\/em> by C. R. Barber, J. K. McCollum, and W. L. Maboudian, 2020, p. 80. Copyright 2020 by Cambridge University Press.<\/p>\nIn addition to ensuring that your assessments are effective at evaluating skills targeted in your learning outcomes, think about whether they are at the<strong> appropriate level<\/strong> of cognition for your course. <strong>Bloom\u2019s taxonomy<\/strong> includes the following levels of cognitive domain assessment:\n\n[caption id=\"attachment_89\" align=\"alignright\" width=\"212\"]<img class=\"wp-image-88 size-full\" src=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/taxonomy.png\" alt=\"Illustration showing the three levels of cognitive skills from Bloom\u2019s Taxonomy, arranged from higher to lower levels of cognitive skill: High, Mid and Basic\" width=\"212\" height=\"236\"> Credit: University of Waterloo[\/caption]\n<ul>\n \t<li style=\"list-style-type: none\">\n<ul>\n \t<li><strong>high levels of comprehension<\/strong>: These questions typically ask learners to evaluate (make judgements based on evidence found) or create (compile information to create new solutions).<\/li>\n \t<li><strong>mid levels of comprehension<\/strong>: These questions typically ask learners to apply and\/or analyze items\/scenarios.<\/li>\n \t<li><strong>basic comprehension<\/strong>: These questions typically ask learners to be able to identify, describe, or translate knowledge (compare, classify, etc.).<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<div class=\"list-box-history\">\n<h3>Connection to prior learning<\/h3>\nRefer to <a href=\"https:\/\/openstudio.pub\/hqoc\/chapter\/1-6-how-to-write-learning-outcomes-event-2\/\" target=\"_blank\" rel=\"noopener\">Module 1.6 Writing Effective Learning Outcomes<\/a> for more ideas from Bloom\u2019s taxonomy about the types and depth of skills and knowledge you might ask your learners to demonstrate at the end of your course; these will inform your choices about what types of assessments are appropriate for measuring those skills.\n\n<\/div>\nNext, we turn our attention to a key strategy in designing learner-centred activities and assessments: <strong>scaffolding<\/strong>.\n<h1>Use scaffolded assessments<\/h1>\n[caption id=\"attachment_89\" align=\"alignright\" width=\"245\"]<img class=\"wp-image-89 size-full\" src=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/scaffolding-L.png\" alt=\"an illustration that shows 3 steps. 1st step is Part 1, 2nd step is Part 2 and 3rd step is Final\" width=\"245\" height=\"236\"> (\"stairs\" icon by Chintuza, from the Noun Project. Used under CC BY 3.0 license.)[\/caption]\n\nScaffolding activities and assessments involves <strong>breaking up complicated tasks<\/strong> and content into more <strong>manageable parts<\/strong> of gradually increasing complexity, with feedback provided at each step.\n<h2>Why scaffolding matters<\/h2>\nScaffolding engages learners at <strong>deeper levels<\/strong> of learning (Sotiriadou et al., 2020; Clark and Graves, 2005) and helps to <strong>reduce their anxiety<\/strong> about higher-stakes assessments. Learners benefit from instructor feedback at each stage of the assignment or task, helping them better understand expectations, while instructors can see what part of the process might be challenging for learners and adjust accordingly. By breaking down tasks into discrete parts, scaffolding helps to lower the stakes of an assessment\u2014which is one way to reduce cheating behaviours.\n<h2><a id=\"Strategies-for-scaffolding\" href=\"\"><\/a>Strategies for scaffolding<\/h2>\nConsider how smaller assessments (or components of the final assignment) may be incorporated into your grading scheme so that learners can receive and respond to feedback throughout the course.\n\nFor example:\n<div class=\"list-box-scaffolding-research-papers\">\n<h3>Scaffolding research papers<\/h3>\nIf your final assessment is a research paper or longer report, you can scaffold it using staged activities and assessments to help learners develop the skills they need to improve their writing skills.\n<ul>\n \t<li>You might begin with a <strong>topic selection<\/strong> and <strong>bibliography assignment<\/strong>, which asks learners to define their topic.<\/li>\n \t<li>A <strong>critical review assignment<\/strong> builds on the previous assignment by having learners engage with a scholarly article or book on their proposed topic.<\/li>\n \t<li>Finally, the final paper allows learners to <strong>strengthen their academic writing skills<\/strong> and demonstrate what they\u2019ve learned from the first two assignments.<\/li>\n \t<li>In addition to scaffolded assessments, <strong>low-stakes activities<\/strong>, like exploratory writing, can help learners get comfortable with writing and revising.<\/li>\n<\/ul>\n<\/div>\n<div class=\"list-box-scaffolding-final-exam\">\n<h3>Scaffolding final exams<\/h3>\nIf your final assessment is an end-of-term exam, scaffold other lower-stakes activities, like weekly quizzes, practice tests, and midterm exams. Low- to moderate-stake activities can help learners develop effective strategies for studying and test-taking, such as note-taking and time management.\n\nWhere testing technologies are concerned, scaffolding testing also acclimatizes learners to the exam-taking procedure and identifies any technical issues.\n\nScaffolding also allows you to model the format or types of questions learners might expect to see in a final exam. While the relative difficulty of questions may be more challenging or complex for final exams, learners will become familiar with the approach during low- to moderate-stake activities.\n\n<\/div>\n<h2><a id=\"Examples-of-how-scaffolding-could-work\" href=\"\"><\/a>Examples of how scaffolding could work<\/h2>\n<div class=\"essential\">\n\nQuality Essential\n<h3>Example 1: Scaffolded group assignment \u2013 A climate change plan for real-world community<\/h3>\nFor this Geography and Environmental Management group assignment, students prepare a climate change plan for a real-world community that does not yet have a plan in place through a scaffolded process.\n\n<strong>Stages include<\/strong>\n<ul>\n \t<li>team contract,<\/li>\n \t<li>selection of case study community,<\/li>\n \t<li>outline of proposal and references,<\/li>\n \t<li>proposal and references, and<\/li>\n \t<li>presentation and discussion<\/li>\n<\/ul>\n<a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/climate-change-plan-assignment-dr-mark-seasons.pdf\" target=\"_blank\" rel=\"noopener\">Climate Change Plan Assignment Example<\/a> (PDF)\n<p class=\"copyright\">Credit: Dr. Mark Seasons, School of Planning, University of Waterloo<\/p>\n\n<\/div>\n<div class=\"essential\">\n\nQuality Essential\n<h3>Example 2: Scaffolded capstone project \u2013 Biodiversity &amp; conservation science<\/h3>\n<strong>From the <a href=\"https:\/\/sites.google.com\/view\/assignmentsacrossdisciplines\/\" target=\"_blank\" rel=\"noopener\">Assignments Across Disciplines<\/a> assignment repository<\/strong>:\n\nThis assignment was created as a capstone project for a course that focuses on biodiversity and conservation science. Specifically, the paper spotlights a threatened species in its ecosystem, evaluating the threats the species faces and the conservation efforts proposed or in place.\n\nThroughout the course, students engage a number of <strong>debates<\/strong> about both sides of a conservation issue and articulate arguments in defense of one side or the other in small groups. After a semester of practice building arguments, the final paper includes this sense of <strong>presenting evidence<\/strong> to support one's position. The assignment invites students to choose a species that has been federally proposed for a change in its conservation status. Students then not only profile the species and its ecosystem but also argue on behalf or against the proposed change in status. Built into this assignment is a <strong>rough draft writing workshop<\/strong> in which students participate in creating a concept map for their papers and in the peer review process.\n\nThis assignment gives students flexibility in choosing a species that piques their interest. The scaffolding of the assignment through the semester helps students structure their work on the assignment over time and allows them to get feedback and experience critiquing each other's work.\n\n<a href=\"https:\/\/tspace.library.utoronto.ca\/handle\/1807\/105353\" target=\"_blank\" rel=\"noopener\">Scaffolded Final Paper<\/a>\n<p class=\"copyright\">Credit: Professor Shelby Riskin, Department of Ecology &amp; Evolutionary Biology, University of Toronto<\/p>\n\n<\/div>\n<div class=\"box\">\n<h2><a id=\"Activity-Scaffolded-assessment-scheme\" href=\"\"><\/a>Activity: Scaffolded assessment scheme<\/h2>\n<strong>Learning outcomes <\/strong>\n\nThis activity is directly aligned with <strong>Course Learning Outcome (CLO)<\/strong><strong> 1<\/strong>: Recognize and implement key features of quality in learner-centred online course design; <strong>CLO 3<\/strong>: Create a varied assessment scheme that scaffolds and supports the learning outcomes of the course and promotes academic integrity; and <strong>CLO 5<\/strong>: Apply principles of Universal Design for Learning (UDL) and accessibility into your course design to ensure a more equitable learning experience.\n\n<strong>Instructions<\/strong>\n\nUsing <strong>principles of backward design<\/strong>, and equipped with the examples in this module to guide you, create your own varied, <strong>scaffolded assessment scheme<\/strong>, aligned with your <strong>course learning outcomes<\/strong>. Use the guiding questions to think about your scaffolded assessment scheme and how they relate to your course.\n\n<strong>Option 1:<\/strong> Download the <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/HQOC_M2_Scaffolded_Assessment_Scheme_Worksheet.docx\" target=\"_blank\" rel=\"noopener\">Scaffolded Assessment Scheme Worksheet<\/a> (DOCX) to complete offline.\n\n<strong>Option 2:<\/strong> Complete the activity in-line below. If you wish to save your in-line results, be sure to download your work by clicking the <strong>Export<\/strong> tab at the bottom of the left-hand navigation bar in the activity before moving on.\n\nPlease note, this activity is intended for your own reflection and learning. <strong>Your responses are private and are deleted when you refresh or navigate away from this page<\/strong>.\n[h5p id=\"34\"]\n\n<\/div>\n<h1>Use authentic assessments<\/h1>\nAuthentic assessments resemble real-life, application-based tasks. This assessment method is often contrasted with traditional assessments like tests, which may not have real-life application. Authentic assessments ask learners to apply discipline-specific skills and knowledge to solve real-world scenarios and\/or case studies involving higher-order thinking skills, judgement, and innovation.\n<h2>Why authentic assessment matters<\/h2>\nAuthentic assessments have emerged alongside other career-focused learning, like work placements, in an effort to \u201cimprove graduate employability\u201d (James &amp; Casidy, 2018; Sotiriadou et al., 2020). As Sotiriadou et al. (2020) note, \u201cuniversity educators have responded by placing a bigger focus on authentic learning activities and authentic assessment, so that students develop the skills and practices that they will need in their future careers.\u201d\n\nBy requiring that learners \u201cdo\u201d the subject, authentic assessments not only assess learning, but also help learners to improve their understanding of course content and their skills in applying what they've learned.\n\nWhen considering your assessments, think of ways to build in application-based assignments. Research shows that learners respond well to authentic assessments, and these types of assignments tend to decrease academic misconduct in courses (Sotiriadou et al., 2020; Way et al., 2020).\n<div class=\"box\">\n<h3>Academic integrity and authentic assessment<\/h3>\nAuthentic-assessment design can minimize opportunities to cheat. Unlike traditional tests that require memorization and recall, authentic assessments ask learners to integrate various concepts learned in the course to \u201cconstruct unique responses\u201d to problems they will encounter in their future careers, and these unique responses are more difficult to contract out to a third party or find online (Sotiriadou et al., 2020; Ellis et al., 2020).\n\n<\/div>\n<h2><a id=\"A-meta-example-of-authentic-assessment\" href=\"\"><\/a>A (meta)example of authentic assessment<\/h2>\n<div class=\"example\">\n<h3>How we did this in this course<\/h3>\nOne of the goals in the activities we have created for this course is to make sure that you are <strong>actively building your own online course as you complete this one\u2014<\/strong>the activities we have provided are intended to be applied to your course directly, allowing you to both build your skills <strong>and<\/strong> come away with specific and useful take-aways for your own course.\n\n<\/div>\n<h2><a id=\"Strategies-for-authentic-assessment\" href=\"\"><\/a>Strategies for authentic assessment<\/h2>\nDesign authentic assessments by using application-based questions, case studies, and industry-specific scenarios. Consider the following:\n<ul>\n \t<li><strong>real-world scenarios \/ problem-solving<\/strong>\n<ul>\n \t<li>provide learners with real-world problems where they need to demonstrate mastery of course principles and concepts in solving the issue presented (e.g., \u201cHow would you solve\u2026\u201d, \u201cPropose a solution to\u2026\u201d, \u201cIndicate how you would design\u2026\u201d);<\/li>\n \t<li>provide learners with assessments linked to the \u201cexternal world\u201d (Villarroel et al., 2019, p. 44), including allowing for open-book tests, collaborative answers for complex tests, and assessments that simulate realistic professional environments.<\/li>\n<\/ul>\n<\/li>\n \t<li><strong>response requirements<\/strong>\n<ul>\n \t<li>direct learners to provide their solution and indicate the concepts\/principles they used to formulate their solutions (i.e., \"why\" they are proposing the solution).<\/li>\n<\/ul>\n<\/li>\n \t<li><strong>build varying levels of difficulty<\/strong>\n<ul>\n \t<li>obtain a more accurate representation of the different levels of mastery amongst your learners by including questions with varying levels of complexity. Including questions at different levels for the various learning outcomes of your course will help ensure your assessment provides the most accurate evaluation possible.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h2><a id=\"Examples-of-how-authentic-assessment-could-work\" href=\"\"><\/a>Examples of how authentic assessment could work<\/h2>\n<div class=\"essential\">\n\nQuality Essential\n<h3>Example 3: Advocating for the arts<\/h3>\nDr. Colleen Renihan is interested in affect-related questions pertaining to learning and specifically in exploring the benefits but also the ethics of asking learners to express or perform personal investment. To inspire, engage, and motivate her learners, and to achieve her course goal of promoting learner agency and advocacy for the arts, she challenged them to compose an impassioned monologue or COVID-19\u2013inspired performance as though they \u201cwere making an impassioned plea to someone in power.\u201d\n\nIn the following video, Dr. Renihan explains and reflects on many of the scaffolding elements that made up the course design and assessment structure to ensure learner success.\n\n[embed]https:\/\/www.youtube.com\/watch?v=UGeO64BAU7k[\/embed]\n<p class=\"copyright\">Transcript for <a href=\"https:\/\/www.youtube.com\/watch?v=UGeO64BAU7k&amp;t=14s\" target=\"_blank\" rel=\"noopener\">Showcase 2021: The ethics of prompting passion<\/a> is available on YouTube. | Video length ~ 10 mins.<\/p>\n<p class=\"copyright\">(Centre for Teaching &amp; Learning, Queen's University, 2021)<\/p>\n\n<\/div>\n<div class=\"essential\">\n\nQuality Essential\n<h3>Example 4: Authentic assessment in mathematics<\/h3>\nDr. Giuseppe Zurlo brings the teaching of applied math to life by using stories (Mechanics Tales) describing how a concept was born, evolved, and can be used to clarify and inform real-world problem-solving.\n\nRead more about his approach in his summary document <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/Authentic_Assessment_gz-w1.docx\" target=\"_blank\" rel=\"noopener\">Authentic Assessment Example in Mathematics<\/a> (.DOCX) hosted on <a href=\"https:\/\/sally-brown.net\/kay-sambell-and-sally-brown-covid-19-assessment-collection\/\" target=\"_blank\" rel=\"noopener\">Kay Sambell and Sally Brown: Covid-19 Assessment Collection<\/a>.\n<p class=\"copyright\">Credit: Dr. Giuseppe Zurlo, National University of Galway, Ireland<\/p>\n\n<\/div>\n<div class=\"essential\">\n\nQuality Essential\n<h3>Example 5: Ethical arguments in a real-world context<\/h3>\nIn this third-year Creative Expression &amp; Society course, learners write an essay on a recent piece of news related to ethical choices made by an enterprise, including start-up companies, nonprofits, arts institutions, community-outreach organizations, and social-activism organizations. In their essay, learners must either explain why the enterprise's choices (course of action) were ethical or not. Learners should use both course readings and at least four other sources (such as information on what others did in similar real-world situations) to justify their arguments.\n<ul>\n \t<li><a href=\"https:\/\/tspace.library.utoronto.ca\/handle\/1807\/107764\" target=\"_blank\" rel=\"noopener\">Moral Difficulties in the Enterprise<\/a><\/li>\n<\/ul>\n<p class=\"copyright\">Credit: Emanuel Istrate, Victoria College, University of Toronto<\/p>\n\n<\/div>\n<div class=\"advanced\">\n\nQuality Advanced\n<h3>Example 6: E-book project on sustainable cities for the future<\/h3>\nIn the COVID-19 era virtual offerings of a sustainability course, there were many chances to create new learning opportunities not only from the course content but also from the world around us, the media and news, and from each other. Learners in the Spring 2020 offering of CIVE230: Engineering and Sustainable Development were tasked with making a contribution to sustainability efforts. Their efforts were compiled in an e-book <em>The Sustainability Contribution Project<\/em>, which showcases their ideas that cover all course topics as they apply to cities around the world. This activity encouraged learners to explore sustainable cities, infrastructure, solutions, and technologies globally to generate an enriched learning experience and create an opportunity for peer-to-peer learning. Together, they cocreated an e-book, which serves as a contribution by the class for the class, and for the wider engineering education and sustainability community. In Spring 2021 students created another e-book for the course with a slightly different focus named \u201cConnecting Sustainability Cities for the Future\u201d. These e-books are hosted on the <strong>OER Commons<\/strong>:\n<ul>\n \t<li><a href=\"https:\/\/www.oercommons.org\/courseware\/lesson\/74906\" target=\"_blank\" rel=\"noopener\">The Sustainability Contribution Project<\/a> (Spring 2020)<\/li>\n \t<li><a href=\"https:\/\/www.oercommons.org\/courseware\/lesson\/86227\" target=\"_blank\" rel=\"noopener\">Connecting Sustainable Cities for the Future<\/a> (Spring\u00a0 2021)<\/li>\n<\/ul>\nThe e-books are also hosted by Civil and Environmental Engineering, University of Waterloo:\n<ul>\n \t<li><a href=\"https:\/\/www.civil.uwaterloo.ca\/n25ibrah\/CIVE_230_SUSTAINABILITY_EBOOK_FINAL.pdf\" target=\"_blank\" rel=\"noopener\"><em>The Sustainability Contribution Project<\/em> (2020)<\/a> (PDF)<\/li>\n \t<li><a href=\"https:\/\/www.civil.uwaterloo.ca\/n25ibrah\/S21_CIVE_230_EBOOK.pdf\" target=\"_blank\" rel=\"noopener\"><em>Connecting Sustainable Cities for the Future<\/em> (2021)<\/a> (PDF)<\/li>\n<\/ul>\nIn the video below, Dr. Ibrahim describes the e-book project, and discusses the pedagogical, motivational, and community-building benefits of it for both learners and the instructional team. In the <a href=\"https:\/\/ecampusontario.pressbooks.pub\/app\/uploads\/sites\/1681\/2022\/02\/CIVE230-\u2013-ebook-Notes.pdf#fixme\" target=\"_blank\" rel=\"noopener\">Notes<\/a> PDF, she shares the template she provided to learners to guide them as they created their part of the e-book. The <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/e-book-project-instructions-and-template_S20-CIVE-230-1.docx\" target=\"_blank\" rel=\"noopener\">e-book project instructions and template<\/a> (DOCX) is also available in Word format.\n\n[embed]https:\/\/youtu.be\/p6IhH3nPVFU[\/embed]\n<p class=\"copyright\"><a href=\"https:\/\/ecampusontario.pressbooks.pub\/app\/uploads\/sites\/1681\/2022\/02\/CIVE230-\u2013-ebook-Notes.pdf#fixme\" target=\"_blank\" rel=\"noopener\">Notes<\/a> (PDF) | <a href=\"https:\/\/ecampusontario.pressbooks.pub\/app\/uploads\/sites\/1681\/2022\/02\/CIVE230-\u2013-ebook-Transcript-1.pdf#fixme\" target=\"_blank\" rel=\"noopener\">Transcript<\/a> (PDF) | Video length ~ 2 mins.<\/p>\n<p class=\"copyright\">Credit: Dr. Nadine Ibrahim, Department of Civil &amp; Environmental Engineering, University of Waterloo<\/p>\n\n<\/div>\n<div class=\"edii-box\">\n<h2><a id=\"Authentic-assessment-as-part-of-Universal-Design-for-Learning\" href=\"\"><\/a>An EDII perspective: Authentic assessment as part of Universal Design for Learning<\/h2>\nA well-designed authentic assessment activates the core principles of Universal Design for Learning (UDL).\n\nAn authentic assessment provides <strong>multiple means of engagement<\/strong>. When learners have the opportunity to activate their prior knowledge, leverage their cultural capital or lived experience in the context of an assessment, they are likely to be more motivated and find creative ways to engage. The contextual learning provided by authentic assessment can allow learners to apply a critical\/academic lens to \"nascent\" knowledge they already have or consider a perspective or concept they have not yet thought much about. This flexibility then can easily extend into <strong>multiple means of action and expression<\/strong> of these ideas, and by allowing for different types of assessment products (or even if the product is the same for everyone), there will be <strong>multiple means of representation<\/strong> of the final product because everyone\u2019s starting point will be different.\n\nThese differences in final products can also be the springboard for further learner\u2013learner interactions, knowledge building, and integration of various related concepts. These approaches create a more engaged classroom, but also a more equitable one as accommodations due to disability can naturally emerge from such a flexible formatting, allowing everyone equal access and participation in the learning community.\n\nFor more learning about UDL and assessment, visit the <a href=\"http:\/\/udloncampus.cast.org\/page\/assessment_udl\" target=\"_blank\" rel=\"noopener\">UDL and Assessment<\/a> resource.\n\n<\/div>\n<div class=\"box\">\n<h2><a id=\"Activity-Assessment-outline\" href=\"\"><\/a>Activity: Assessment outline<\/h2>\n<strong>Learning outcomes\u00a0<\/strong>\n\nThis activity is directly aligned with <strong>Course Learning Outcome (CLO)<\/strong><strong> 3<\/strong>: Create a varied assessment scheme that scaffolds and supports the learning outcomes of the course and promotes academic integrity and <strong>CLO 5<\/strong>: Apply principles of Universal Design for Learning (UDL) and accessibility into your course design to ensure a more equitable learning experience.\n\n<strong>Instructions\u00a0<\/strong>\n\nFor this activity, you will create an assessment using the template provided. This template can be applied to any assessment. However, drawing upon the content\u202fdiscussing\u202fauthentic assessment in this module,\u202fyou may wish to\u202fthink of an activity or assessment that you could use in your course that follows these practices.\n\n<strong>Option 1:<\/strong> Download the <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/HQOC_M2_Assessment_Outline_Worksheet.docx\" target=\"_blank\" rel=\"noopener\">Assessment Outline Worksheet<\/a> (DOCX) to complete offline.\n\n<strong>Option 2:<\/strong> Complete the activity in-line below. If you wish to save your in-line results, be sure to download your work by clicking the <strong>Export<\/strong> tab at the bottom of the left-hand navigation bar in the activity before moving on.\n\nPlease note, this activity is intended for your own reflection and learning. <strong>Your responses are private and are deleted when you refresh or navigate away from this page<\/strong>.\n[h5p id=\"35\"]\n\n<\/div>\n<div class=\"note-box\">\n\n<strong>Key take-aways:<\/strong>\n<ul>\n \t<li>Use a <strong>variety of assessment types and submission options<\/strong> to provide learners with multiple means of action and expression.<\/li>\n \t<li>Build assignments and assessments that use <strong>scaffolding<\/strong>, breaking up complicated tasks and content into smaller parts of increasing complexity.<\/li>\n \t<li>Consider creating <strong>authentic assessments<\/strong> for your course, which ask learners to apply discipline-specific skills and knowledge to solve real-world scenarios and\/or case studies.<\/li>\n<\/ul>\n<\/div>","rendered":"<p>Gagn\u00e9\u2019s Events 6, 7, and 8 highlight important principles about learner-centred assessment. <strong>Event 6<\/strong> is about giving your learners the opportunity to practice newly acquired skills and self-assess their understanding of new concepts.<\/p>\n<figure id=\"attachment_89\" aria-describedby=\"caption-attachment-89\" style=\"width: 858px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-86 size-full\" src=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2021\/11\/gagne-designdevelop-event6.png\" alt=\"Event 6 of the design and develop phase: Elicit Performance.\" width=\"858\" height=\"218\" srcset=\"https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2021\/11\/gagne-designdevelop-event6.png 858w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2021\/11\/gagne-designdevelop-event6-300x76.png 300w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2021\/11\/gagne-designdevelop-event6-768x195.png 768w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2021\/11\/gagne-designdevelop-event6-65x17.png 65w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2021\/11\/gagne-designdevelop-event6-225x57.png 225w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2021\/11\/gagne-designdevelop-event6-350x89.png 350w\" sizes=\"auto, (max-width: 858px) 100vw, 858px\" \/><figcaption id=\"caption-attachment-89\" class=\"wp-caption-text\">Caption: In Gagn\u00e9\u2019s Nine Events of Instruction framework, Event 6 focuses on eliciting performance from your learners.<br \/><span class=\"copyright\">Credit: University of Waterloo | <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/Gagnes-nine-events-6-d.pdf\" target=\"_blank\" rel=\"noopener\">Image Description<\/a> (PDF)<\/span><\/figcaption><\/figure>\n<p>Closely related in practice, <strong>Event 7<\/strong> asks you to think about how you can provide timely and relevant feedback to learners, to help them identify gaps in their knowledge and understanding, and keep them on track. Providing feedback will be discussed in detail in<a href=\"https:\/\/openstudio.pub\/hqoc\/chapter\/2-5-providing-feedback-feedforward-and-assessing-performance-events-7-8\/\" target=\"_blank\" rel=\"noopener\"> Section 2.5<\/a>, alongside <strong>Event 8<\/strong>, assessing performance.<\/p>\n<figure id=\"attachment_89\" aria-describedby=\"caption-attachment-89\" style=\"width: 858px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-87 size-full\" src=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/gagne-designdevelop-event7-8.png\" alt=\"Event 7 and 8 of the deliver phase: Provide Feedback and Assess Performance.\" width=\"858\" height=\"219\" srcset=\"https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2023\/07\/gagne-designdevelop-event7-8.png 858w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2023\/07\/gagne-designdevelop-event7-8-300x77.png 300w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2023\/07\/gagne-designdevelop-event7-8-768x196.png 768w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2023\/07\/gagne-designdevelop-event7-8-65x17.png 65w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2023\/07\/gagne-designdevelop-event7-8-225x57.png 225w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2023\/07\/gagne-designdevelop-event7-8-350x89.png 350w\" sizes=\"auto, (max-width: 858px) 100vw, 858px\" \/><figcaption id=\"caption-attachment-89\" class=\"wp-caption-text\">Caption: In Gagn\u00e9\u2019s Nine Events of Instruction framework, Event 7 focuses on providing feedback and Event 8 focuses on assessing performance.<br \/><span class=\"copyright\">Credit: University of Waterloo | <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/Gagnes-nine-events-7-8-d.pdf\" target=\"_blank\" rel=\"noopener\">Image Description<\/a> (PDF)<\/span><\/figcaption><\/figure>\n<h1>Use a variety of assessment types<\/h1>\n<p>Online teaching provides opportunities to introduce new types of assessments into your course. Tools like discussion boards and course chats, which allow for synchronous and asynchronous engagement, help to <strong>build a learning community<\/strong> in the course. <strong>Active learning<\/strong>, where learners are engaged in the learning process to think critically about course content, leads to greater understanding. Providing <strong>options for assessment<\/strong>, which offer learners agency over how they want to be assessed and allow them to tap into their own goals and interests, has been shown to increase learner engagement and persistence (Nilson &amp; Goodson, 2018) and is an important part of Universal Design for Learning (UDL). These strategies all reflect a learner-centred approach to teaching and learning, which helps to build <strong>learner investment<\/strong> in the course.<\/p>\n<h2><a id=\"Provide-multiple-means-of-action-and-expression\" href=\"\"><\/a>Provide multiple means of action and expression<\/h2>\n<p>As CAST describes, \u201cLearners differ in the ways that they can navigate a learning environment and express what they know.\u201d To account for these differences, they recommend providing learners with <strong>options for action and expression<\/strong> (CAST, 2018). When thinking about assessments, consider<\/p>\n<ul>\n<li>providing <strong>ample opportunities<\/strong> for students to seek and receive feedback (see <a href=\"https:\/\/openstudio.pub\/hqoc\/chapter\/2-5-providing-feedback-feedforward-and-assessing-performance-events-7-8\/\" target=\"_blank\" rel=\"noopener\">2.5 Providing feedback\/feedforward and assessing performance<\/a>),<\/li>\n<li>building <strong>transparent rubrics<\/strong> and <strong>grading frameworks<\/strong> (see <a href=\"https:\/\/openstudio.pub\/hqoc\/chapter\/2-5-providing-feedback-feedforward-and-assessing-performance-events-7-8\/\" target=\"_blank\" rel=\"noopener\">2.5 Providing feedback\/feedforward and assessing performance<\/a>),<\/li>\n<li>inviting activity and assessment submission through multiple means, and<\/li>\n<li>providing <strong>scaffolds<\/strong> to help learners practice and gain knowledge (see <a href=\"https:\/\/openstudio.pub\/hqoc\/chapter\/2-4-eliciting-learner-performance-event-6\/#Use-scaffolded-assessments\" target=\"_blank\" rel=\"noopener\">Use Scaffolded Assessments<\/a>\u00a0in this section).<\/li>\n<\/ul>\n<p>Examples of each of these strategies and more are available on CAST\u2019s UDL Guidelines site on the <a href=\"https:\/\/udlguidelines.cast.org\/action-expression?utm_source=castsite&amp;utm_medium=web&amp;utm_campaign=none&amp;utm_content=aboutudl\" target=\"_blank\" rel=\"noopener\">Provide Multiple Means of Action &amp; Expression page.<\/a><\/p>\n<p>For more ideas about how to increase the accessibility of assessments, see <strong>An EDII Perspective: Quick Tips for More Accessible Assessments<\/strong>\u00a0below.<\/p>\n<div class=\"edii-box\">\n<h3><a id=\"Quick-tips-for-more-accessible-assessments\" href=\"\"><\/a>An EDII perspective: Quick tips for more accessible assessments<\/h3>\n<ul>\n<li><strong>Offer a variety of assessment types<\/strong>: This provides opportunities for learners to use a range of skills, tap into their own goals and interests, and demonstrate learning in different ways.<\/li>\n<li><strong>Focus on small lower-stakes assignments rather than one large high-stakes assignment<\/strong>: This reduces learner anxiety and provides multiple opportunities for learners to demonstrate their learning over time rather than at one finite point (during which time they may have competing responsibilities).<\/li>\n<li><strong>Use built-in accessibility features in Word and PowerPoint<\/strong> to improve the accessibility of your assignment documents (or course content):\n<ul>\n<li><a href=\"https:\/\/webaim.org\/techniques\/word\/\" target=\"_blank\" rel=\"noopener\">See: Creating Accessible Documents in Word<\/a><\/li>\n<li><a href=\"https:\/\/webaim.org\/techniques\/powerpoint\/\" target=\"_blank\" rel=\"noopener\">See: PowerPoint Accessibility<\/a><\/li>\n<li><a href=\"https:\/\/webaim.org\/resources\/evaloffice\/\" target=\"_blank\" rel=\"noopener\">See: Word and PowerPoint Accessibility Checklist<\/a><\/li>\n<\/ul>\n<\/li>\n<li><strong>Make the &#8220;hidden curriculum&#8221; explicit<\/strong>: There may be many behaviours, attitudes, and approaches you are expecting learners to take in their assessments. Instead of assuming the learners already &#8220;know&#8221; these expectations, provide clear assignment instructions that outline the expectations and criteria for success; use rubrics, checklists, and if appropriate, provide a model\/exemplar assignment for learners to reference.<\/li>\n<li><strong>Provide learners with the choice to submit their assignment in various formats<\/strong> (e.g., text, audio recording, video recording) to accommodate different ways of learning and expressing knowledge.<\/li>\n<\/ul>\n<\/div>\n<h2><a id=\"Strategies-for-choosing-activities-and-assessments-that-develop-specific-skills\" href=\"\"><\/a>Strategies for choosing activities and assessments that develop specific skills<\/h2>\n<p>A useful approach for determining <strong>which types of assessment<\/strong> to include in your course is to <strong>think about the skills you want your learners to develop<\/strong> by the end of your course. Be sure to choose assessments that are a good match for the skills outlined in your learning outcomes (Barber et al., 2020). The following table lists skill areas and example assessments that would be appropriate for assessing those skills:<\/p>\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td><strong>Skill<\/strong><\/td>\n<td><strong>Summative assessment<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Communication<\/strong><\/td>\n<td>Essay, oral presentation, podcast, blog\/vlog, article, report, advocacy piece (presentation, visual, essay, report, etc.)<\/td>\n<\/tr>\n<tr>\n<td><strong>Creative abilities<\/strong><\/td>\n<td>Work of art, performance, model, writing, storytelling<\/td>\n<\/tr>\n<tr>\n<td><strong>Critical thinking and problem-solving<\/strong><\/td>\n<td>Text analysis, evaluation of sources, critical literature review, finding a solution to a novel scenario, case study<\/td>\n<\/tr>\n<tr>\n<td><strong>Inquiry and analysis<\/strong><\/td>\n<td>Research summary, lab\/experimental findings, deconstructing and analyzing an existing method\/product\/object\/idea using course concepts, case study<\/td>\n<\/tr>\n<tr>\n<td><strong>Personal development<\/strong><\/td>\n<td>Learning, professional, or reflection portfolio; self-disclosed summary of learning in the course; reflexive analysis<\/td>\n<\/tr>\n<tr>\n<td><strong>Quantitative reasoning<\/strong><\/td>\n<td>Problem set, data presentation, data analysis<\/td>\n<\/tr>\n<tr>\n<td><strong>Teamwork<\/strong><\/td>\n<td>Team education campaign, written dialogue, peer review form, team report on a simulation experience<\/td>\n<\/tr>\n<tr>\n<td><strong>Technical skill<\/strong><\/td>\n<td>Design project, prototype, algorithm<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p class=\"copyright\"><strong>Note: <\/strong>Examples of skill areas and summative assessments adapted from <em>The New Roadmap for Creating Online Courses<\/em> by C. R. Barber, J. K. McCollum, and W. L. Maboudian, 2020, p. 80. Copyright 2020 by Cambridge University Press.<\/p>\n<p>In addition to ensuring that your assessments are effective at evaluating skills targeted in your learning outcomes, think about whether they are at the<strong> appropriate level<\/strong> of cognition for your course. <strong>Bloom\u2019s taxonomy<\/strong> includes the following levels of cognitive domain assessment:<\/p>\n<figure id=\"attachment_89\" aria-describedby=\"caption-attachment-89\" style=\"width: 212px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-88 size-full\" src=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/taxonomy.png\" alt=\"Illustration showing the three levels of cognitive skills from Bloom\u2019s Taxonomy, arranged from higher to lower levels of cognitive skill: High, Mid and Basic\" width=\"212\" height=\"236\" srcset=\"https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2023\/07\/taxonomy.png 212w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2023\/07\/taxonomy-65x72.png 65w\" sizes=\"auto, (max-width: 212px) 100vw, 212px\" \/><figcaption id=\"caption-attachment-89\" class=\"wp-caption-text\">Credit: University of Waterloo<\/figcaption><\/figure>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li><strong>high levels of comprehension<\/strong>: These questions typically ask learners to evaluate (make judgements based on evidence found) or create (compile information to create new solutions).<\/li>\n<li><strong>mid levels of comprehension<\/strong>: These questions typically ask learners to apply and\/or analyze items\/scenarios.<\/li>\n<li><strong>basic comprehension<\/strong>: These questions typically ask learners to be able to identify, describe, or translate knowledge (compare, classify, etc.).<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<div class=\"list-box-history\">\n<h3>Connection to prior learning<\/h3>\n<p>Refer to <a href=\"https:\/\/openstudio.pub\/hqoc\/chapter\/1-6-how-to-write-learning-outcomes-event-2\/\" target=\"_blank\" rel=\"noopener\">Module 1.6 Writing Effective Learning Outcomes<\/a> for more ideas from Bloom\u2019s taxonomy about the types and depth of skills and knowledge you might ask your learners to demonstrate at the end of your course; these will inform your choices about what types of assessments are appropriate for measuring those skills.<\/p>\n<\/div>\n<p>Next, we turn our attention to a key strategy in designing learner-centred activities and assessments: <strong>scaffolding<\/strong>.<\/p>\n<h1>Use scaffolded assessments<\/h1>\n<figure id=\"attachment_89\" aria-describedby=\"caption-attachment-89\" style=\"width: 245px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-89 size-full\" src=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/scaffolding-L.png\" alt=\"an illustration that shows 3 steps. 1st step is Part 1, 2nd step is Part 2 and 3rd step is Final\" width=\"245\" height=\"236\" srcset=\"https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2023\/07\/scaffolding-L.png 245w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2023\/07\/scaffolding-L-65x63.png 65w, https:\/\/openstudio.pub\/qualitycourses\/wp-content\/uploads\/sites\/14\/2023\/07\/scaffolding-L-225x217.png 225w\" sizes=\"auto, (max-width: 245px) 100vw, 245px\" \/><figcaption id=\"caption-attachment-89\" class=\"wp-caption-text\">(&#8220;stairs&#8221; icon by Chintuza, from the Noun Project. Used under CC BY 3.0 license.)<\/figcaption><\/figure>\n<p>Scaffolding activities and assessments involves <strong>breaking up complicated tasks<\/strong> and content into more <strong>manageable parts<\/strong> of gradually increasing complexity, with feedback provided at each step.<\/p>\n<h2>Why scaffolding matters<\/h2>\n<p>Scaffolding engages learners at <strong>deeper levels<\/strong> of learning (Sotiriadou et al., 2020; Clark and Graves, 2005) and helps to <strong>reduce their anxiety<\/strong> about higher-stakes assessments. Learners benefit from instructor feedback at each stage of the assignment or task, helping them better understand expectations, while instructors can see what part of the process might be challenging for learners and adjust accordingly. By breaking down tasks into discrete parts, scaffolding helps to lower the stakes of an assessment\u2014which is one way to reduce cheating behaviours.<\/p>\n<h2><a id=\"Strategies-for-scaffolding\" href=\"\"><\/a>Strategies for scaffolding<\/h2>\n<p>Consider how smaller assessments (or components of the final assignment) may be incorporated into your grading scheme so that learners can receive and respond to feedback throughout the course.<\/p>\n<p>For example:<\/p>\n<div class=\"list-box-scaffolding-research-papers\">\n<h3>Scaffolding research papers<\/h3>\n<p>If your final assessment is a research paper or longer report, you can scaffold it using staged activities and assessments to help learners develop the skills they need to improve their writing skills.<\/p>\n<ul>\n<li>You might begin with a <strong>topic selection<\/strong> and <strong>bibliography assignment<\/strong>, which asks learners to define their topic.<\/li>\n<li>A <strong>critical review assignment<\/strong> builds on the previous assignment by having learners engage with a scholarly article or book on their proposed topic.<\/li>\n<li>Finally, the final paper allows learners to <strong>strengthen their academic writing skills<\/strong> and demonstrate what they\u2019ve learned from the first two assignments.<\/li>\n<li>In addition to scaffolded assessments, <strong>low-stakes activities<\/strong>, like exploratory writing, can help learners get comfortable with writing and revising.<\/li>\n<\/ul>\n<\/div>\n<div class=\"list-box-scaffolding-final-exam\">\n<h3>Scaffolding final exams<\/h3>\n<p>If your final assessment is an end-of-term exam, scaffold other lower-stakes activities, like weekly quizzes, practice tests, and midterm exams. Low- to moderate-stake activities can help learners develop effective strategies for studying and test-taking, such as note-taking and time management.<\/p>\n<p>Where testing technologies are concerned, scaffolding testing also acclimatizes learners to the exam-taking procedure and identifies any technical issues.<\/p>\n<p>Scaffolding also allows you to model the format or types of questions learners might expect to see in a final exam. While the relative difficulty of questions may be more challenging or complex for final exams, learners will become familiar with the approach during low- to moderate-stake activities.<\/p>\n<\/div>\n<h2><a id=\"Examples-of-how-scaffolding-could-work\" href=\"\"><\/a>Examples of how scaffolding could work<\/h2>\n<div class=\"essential\">\n<p>Quality Essential<\/p>\n<h3>Example 1: Scaffolded group assignment \u2013 A climate change plan for real-world community<\/h3>\n<p>For this Geography and Environmental Management group assignment, students prepare a climate change plan for a real-world community that does not yet have a plan in place through a scaffolded process.<\/p>\n<p><strong>Stages include<\/strong><\/p>\n<ul>\n<li>team contract,<\/li>\n<li>selection of case study community,<\/li>\n<li>outline of proposal and references,<\/li>\n<li>proposal and references, and<\/li>\n<li>presentation and discussion<\/li>\n<\/ul>\n<p><a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/climate-change-plan-assignment-dr-mark-seasons.pdf\" target=\"_blank\" rel=\"noopener\">Climate Change Plan Assignment Example<\/a> (PDF)<\/p>\n<p class=\"copyright\">Credit: Dr. Mark Seasons, School of Planning, University of Waterloo<\/p>\n<\/div>\n<div class=\"essential\">\n<p>Quality Essential<\/p>\n<h3>Example 2: Scaffolded capstone project \u2013 Biodiversity &amp; conservation science<\/h3>\n<p><strong>From the <a href=\"https:\/\/sites.google.com\/view\/assignmentsacrossdisciplines\/\" target=\"_blank\" rel=\"noopener\">Assignments Across Disciplines<\/a> assignment repository<\/strong>:<\/p>\n<p>This assignment was created as a capstone project for a course that focuses on biodiversity and conservation science. Specifically, the paper spotlights a threatened species in its ecosystem, evaluating the threats the species faces and the conservation efforts proposed or in place.<\/p>\n<p>Throughout the course, students engage a number of <strong>debates<\/strong> about both sides of a conservation issue and articulate arguments in defense of one side or the other in small groups. After a semester of practice building arguments, the final paper includes this sense of <strong>presenting evidence<\/strong> to support one&#8217;s position. The assignment invites students to choose a species that has been federally proposed for a change in its conservation status. Students then not only profile the species and its ecosystem but also argue on behalf or against the proposed change in status. Built into this assignment is a <strong>rough draft writing workshop<\/strong> in which students participate in creating a concept map for their papers and in the peer review process.<\/p>\n<p>This assignment gives students flexibility in choosing a species that piques their interest. The scaffolding of the assignment through the semester helps students structure their work on the assignment over time and allows them to get feedback and experience critiquing each other&#8217;s work.<\/p>\n<p><a href=\"https:\/\/tspace.library.utoronto.ca\/handle\/1807\/105353\" target=\"_blank\" rel=\"noopener\">Scaffolded Final Paper<\/a><\/p>\n<p class=\"copyright\">Credit: Professor Shelby Riskin, Department of Ecology &amp; Evolutionary Biology, University of Toronto<\/p>\n<\/div>\n<div class=\"box\">\n<h2><a id=\"Activity-Scaffolded-assessment-scheme\" href=\"\"><\/a>Activity: Scaffolded assessment scheme<\/h2>\n<p><strong>Learning outcomes <\/strong><\/p>\n<p>This activity is directly aligned with <strong>Course Learning Outcome (CLO)<\/strong><strong> 1<\/strong>: Recognize and implement key features of quality in learner-centred online course design; <strong>CLO 3<\/strong>: Create a varied assessment scheme that scaffolds and supports the learning outcomes of the course and promotes academic integrity; and <strong>CLO 5<\/strong>: Apply principles of Universal Design for Learning (UDL) and accessibility into your course design to ensure a more equitable learning experience.<\/p>\n<p><strong>Instructions<\/strong><\/p>\n<p>Using <strong>principles of backward design<\/strong>, and equipped with the examples in this module to guide you, create your own varied, <strong>scaffolded assessment scheme<\/strong>, aligned with your <strong>course learning outcomes<\/strong>. Use the guiding questions to think about your scaffolded assessment scheme and how they relate to your course.<\/p>\n<p><strong>Option 1:<\/strong> Download the <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/HQOC_M2_Scaffolded_Assessment_Scheme_Worksheet.docx\" target=\"_blank\" rel=\"noopener\">Scaffolded Assessment Scheme Worksheet<\/a> (DOCX) to complete offline.<\/p>\n<p><strong>Option 2:<\/strong> Complete the activity in-line below. If you wish to save your in-line results, be sure to download your work by clicking the <strong>Export<\/strong> tab at the bottom of the left-hand navigation bar in the activity before moving on.<\/p>\n<p>Please note, this activity is intended for your own reflection and learning. <strong>Your responses are private and are deleted when you refresh or navigate away from this page<\/strong>.<\/p>\n<div id=\"h5p-34\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-34\" class=\"h5p-iframe\" data-content-id=\"34\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Scaffolded assessment scheme\"><\/iframe><\/div>\n<\/div>\n<\/div>\n<h1>Use authentic assessments<\/h1>\n<p>Authentic assessments resemble real-life, application-based tasks. This assessment method is often contrasted with traditional assessments like tests, which may not have real-life application. Authentic assessments ask learners to apply discipline-specific skills and knowledge to solve real-world scenarios and\/or case studies involving higher-order thinking skills, judgement, and innovation.<\/p>\n<h2>Why authentic assessment matters<\/h2>\n<p>Authentic assessments have emerged alongside other career-focused learning, like work placements, in an effort to \u201cimprove graduate employability\u201d (James &amp; Casidy, 2018; Sotiriadou et al., 2020). As Sotiriadou et al. (2020) note, \u201cuniversity educators have responded by placing a bigger focus on authentic learning activities and authentic assessment, so that students develop the skills and practices that they will need in their future careers.\u201d<\/p>\n<p>By requiring that learners \u201cdo\u201d the subject, authentic assessments not only assess learning, but also help learners to improve their understanding of course content and their skills in applying what they&#8217;ve learned.<\/p>\n<p>When considering your assessments, think of ways to build in application-based assignments. Research shows that learners respond well to authentic assessments, and these types of assignments tend to decrease academic misconduct in courses (Sotiriadou et al., 2020; Way et al., 2020).<\/p>\n<div class=\"box\">\n<h3>Academic integrity and authentic assessment<\/h3>\n<p>Authentic-assessment design can minimize opportunities to cheat. Unlike traditional tests that require memorization and recall, authentic assessments ask learners to integrate various concepts learned in the course to \u201cconstruct unique responses\u201d to problems they will encounter in their future careers, and these unique responses are more difficult to contract out to a third party or find online (Sotiriadou et al., 2020; Ellis et al., 2020).<\/p>\n<\/div>\n<h2><a id=\"A-meta-example-of-authentic-assessment\" href=\"\"><\/a>A (meta)example of authentic assessment<\/h2>\n<div class=\"example\">\n<h3>How we did this in this course<\/h3>\n<p>One of the goals in the activities we have created for this course is to make sure that you are <strong>actively building your own online course as you complete this one\u2014<\/strong>the activities we have provided are intended to be applied to your course directly, allowing you to both build your skills <strong>and<\/strong> come away with specific and useful take-aways for your own course.<\/p>\n<\/div>\n<h2><a id=\"Strategies-for-authentic-assessment\" href=\"\"><\/a>Strategies for authentic assessment<\/h2>\n<p>Design authentic assessments by using application-based questions, case studies, and industry-specific scenarios. Consider the following:<\/p>\n<ul>\n<li><strong>real-world scenarios \/ problem-solving<\/strong>\n<ul>\n<li>provide learners with real-world problems where they need to demonstrate mastery of course principles and concepts in solving the issue presented (e.g., \u201cHow would you solve\u2026\u201d, \u201cPropose a solution to\u2026\u201d, \u201cIndicate how you would design\u2026\u201d);<\/li>\n<li>provide learners with assessments linked to the \u201cexternal world\u201d (Villarroel et al., 2019, p. 44), including allowing for open-book tests, collaborative answers for complex tests, and assessments that simulate realistic professional environments.<\/li>\n<\/ul>\n<\/li>\n<li><strong>response requirements<\/strong>\n<ul>\n<li>direct learners to provide their solution and indicate the concepts\/principles they used to formulate their solutions (i.e., &#8220;why&#8221; they are proposing the solution).<\/li>\n<\/ul>\n<\/li>\n<li><strong>build varying levels of difficulty<\/strong>\n<ul>\n<li>obtain a more accurate representation of the different levels of mastery amongst your learners by including questions with varying levels of complexity. Including questions at different levels for the various learning outcomes of your course will help ensure your assessment provides the most accurate evaluation possible.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h2><a id=\"Examples-of-how-authentic-assessment-could-work\" href=\"\"><\/a>Examples of how authentic assessment could work<\/h2>\n<div class=\"essential\">\n<p>Quality Essential<\/p>\n<h3>Example 3: Advocating for the arts<\/h3>\n<p>Dr. Colleen Renihan is interested in affect-related questions pertaining to learning and specifically in exploring the benefits but also the ethics of asking learners to express or perform personal investment. To inspire, engage, and motivate her learners, and to achieve her course goal of promoting learner agency and advocacy for the arts, she challenged them to compose an impassioned monologue or COVID-19\u2013inspired performance as though they \u201cwere making an impassioned plea to someone in power.\u201d<\/p>\n<p>In the following video, Dr. Renihan explains and reflects on many of the scaffolding elements that made up the course design and assessment structure to ensure learner success.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Showcase 2021: The Ethics of Prompting Passion\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/UGeO64BAU7k?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p class=\"copyright\">Transcript for <a href=\"https:\/\/www.youtube.com\/watch?v=UGeO64BAU7k&amp;t=14s\" target=\"_blank\" rel=\"noopener\">Showcase 2021: The ethics of prompting passion<\/a> is available on YouTube. | Video length ~ 10 mins.<\/p>\n<p class=\"copyright\">(Centre for Teaching &amp; Learning, Queen&#8217;s University, 2021)<\/p>\n<\/div>\n<div class=\"essential\">\n<p>Quality Essential<\/p>\n<h3>Example 4: Authentic assessment in mathematics<\/h3>\n<p>Dr. Giuseppe Zurlo brings the teaching of applied math to life by using stories (Mechanics Tales) describing how a concept was born, evolved, and can be used to clarify and inform real-world problem-solving.<\/p>\n<p>Read more about his approach in his summary document <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/Authentic_Assessment_gz-w1.docx\" target=\"_blank\" rel=\"noopener\">Authentic Assessment Example in Mathematics<\/a> (.DOCX) hosted on <a href=\"https:\/\/sally-brown.net\/kay-sambell-and-sally-brown-covid-19-assessment-collection\/\" target=\"_blank\" rel=\"noopener\">Kay Sambell and Sally Brown: Covid-19 Assessment Collection<\/a>.<\/p>\n<p class=\"copyright\">Credit: Dr. Giuseppe Zurlo, National University of Galway, Ireland<\/p>\n<\/div>\n<div class=\"essential\">\n<p>Quality Essential<\/p>\n<h3>Example 5: Ethical arguments in a real-world context<\/h3>\n<p>In this third-year Creative Expression &amp; Society course, learners write an essay on a recent piece of news related to ethical choices made by an enterprise, including start-up companies, nonprofits, arts institutions, community-outreach organizations, and social-activism organizations. In their essay, learners must either explain why the enterprise&#8217;s choices (course of action) were ethical or not. Learners should use both course readings and at least four other sources (such as information on what others did in similar real-world situations) to justify their arguments.<\/p>\n<ul>\n<li><a href=\"https:\/\/tspace.library.utoronto.ca\/handle\/1807\/107764\" target=\"_blank\" rel=\"noopener\">Moral Difficulties in the Enterprise<\/a><\/li>\n<\/ul>\n<p class=\"copyright\">Credit: Emanuel Istrate, Victoria College, University of Toronto<\/p>\n<\/div>\n<div class=\"advanced\">\n<p>Quality Advanced<\/p>\n<h3>Example 6: E-book project on sustainable cities for the future<\/h3>\n<p>In the COVID-19 era virtual offerings of a sustainability course, there were many chances to create new learning opportunities not only from the course content but also from the world around us, the media and news, and from each other. Learners in the Spring 2020 offering of CIVE230: Engineering and Sustainable Development were tasked with making a contribution to sustainability efforts. Their efforts were compiled in an e-book <em>The Sustainability Contribution Project<\/em>, which showcases their ideas that cover all course topics as they apply to cities around the world. This activity encouraged learners to explore sustainable cities, infrastructure, solutions, and technologies globally to generate an enriched learning experience and create an opportunity for peer-to-peer learning. Together, they cocreated an e-book, which serves as a contribution by the class for the class, and for the wider engineering education and sustainability community. In Spring 2021 students created another e-book for the course with a slightly different focus named \u201cConnecting Sustainability Cities for the Future\u201d. These e-books are hosted on the <strong>OER Commons<\/strong>:<\/p>\n<ul>\n<li><a href=\"https:\/\/www.oercommons.org\/courseware\/lesson\/74906\" target=\"_blank\" rel=\"noopener\">The Sustainability Contribution Project<\/a> (Spring 2020)<\/li>\n<li><a href=\"https:\/\/www.oercommons.org\/courseware\/lesson\/86227\" target=\"_blank\" rel=\"noopener\">Connecting Sustainable Cities for the Future<\/a> (Spring\u00a0 2021)<\/li>\n<\/ul>\n<p>The e-books are also hosted by Civil and Environmental Engineering, University of Waterloo:<\/p>\n<ul>\n<li><a href=\"https:\/\/www.civil.uwaterloo.ca\/n25ibrah\/CIVE_230_SUSTAINABILITY_EBOOK_FINAL.pdf\" target=\"_blank\" rel=\"noopener\"><em>The Sustainability Contribution Project<\/em> (2020)<\/a> (PDF)<\/li>\n<li><a href=\"https:\/\/www.civil.uwaterloo.ca\/n25ibrah\/S21_CIVE_230_EBOOK.pdf\" target=\"_blank\" rel=\"noopener\"><em>Connecting Sustainable Cities for the Future<\/em> (2021)<\/a> (PDF)<\/li>\n<\/ul>\n<p>In the video below, Dr. Ibrahim describes the e-book project, and discusses the pedagogical, motivational, and community-building benefits of it for both learners and the instructional team. In the <a href=\"https:\/\/ecampusontario.pressbooks.pub\/app\/uploads\/sites\/1681\/2022\/02\/CIVE230-\u2013-ebook-Notes.pdf#fixme\" target=\"_blank\" rel=\"noopener\">Notes<\/a> PDF, she shares the template she provided to learners to guide them as they created their part of the e-book. The <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/e-book-project-instructions-and-template_S20-CIVE-230-1.docx\" target=\"_blank\" rel=\"noopener\">e-book project instructions and template<\/a> (DOCX) is also available in Word format.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"CIVE230 \u2013 Engineering and Sustainable Development : Ebook\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/p6IhH3nPVFU?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p class=\"copyright\"><a href=\"https:\/\/ecampusontario.pressbooks.pub\/app\/uploads\/sites\/1681\/2022\/02\/CIVE230-\u2013-ebook-Notes.pdf#fixme\" target=\"_blank\" rel=\"noopener\">Notes<\/a> (PDF) | <a href=\"https:\/\/ecampusontario.pressbooks.pub\/app\/uploads\/sites\/1681\/2022\/02\/CIVE230-\u2013-ebook-Transcript-1.pdf#fixme\" target=\"_blank\" rel=\"noopener\">Transcript<\/a> (PDF) | Video length ~ 2 mins.<\/p>\n<p class=\"copyright\">Credit: Dr. Nadine Ibrahim, Department of Civil &amp; Environmental Engineering, University of Waterloo<\/p>\n<\/div>\n<div class=\"edii-box\">\n<h2><a id=\"Authentic-assessment-as-part-of-Universal-Design-for-Learning\" href=\"\"><\/a>An EDII perspective: Authentic assessment as part of Universal Design for Learning<\/h2>\n<p>A well-designed authentic assessment activates the core principles of Universal Design for Learning (UDL).<\/p>\n<p>An authentic assessment provides <strong>multiple means of engagement<\/strong>. When learners have the opportunity to activate their prior knowledge, leverage their cultural capital or lived experience in the context of an assessment, they are likely to be more motivated and find creative ways to engage. The contextual learning provided by authentic assessment can allow learners to apply a critical\/academic lens to &#8220;nascent&#8221; knowledge they already have or consider a perspective or concept they have not yet thought much about. This flexibility then can easily extend into <strong>multiple means of action and expression<\/strong> of these ideas, and by allowing for different types of assessment products (or even if the product is the same for everyone), there will be <strong>multiple means of representation<\/strong> of the final product because everyone\u2019s starting point will be different.<\/p>\n<p>These differences in final products can also be the springboard for further learner\u2013learner interactions, knowledge building, and integration of various related concepts. These approaches create a more engaged classroom, but also a more equitable one as accommodations due to disability can naturally emerge from such a flexible formatting, allowing everyone equal access and participation in the learning community.<\/p>\n<p>For more learning about UDL and assessment, visit the <a href=\"http:\/\/udloncampus.cast.org\/page\/assessment_udl\" target=\"_blank\" rel=\"noopener\">UDL and Assessment<\/a> resource.<\/p>\n<\/div>\n<div class=\"box\">\n<h2><a id=\"Activity-Assessment-outline\" href=\"\"><\/a>Activity: Assessment outline<\/h2>\n<p><strong>Learning outcomes\u00a0<\/strong><\/p>\n<p>This activity is directly aligned with <strong>Course Learning Outcome (CLO)<\/strong><strong> 3<\/strong>: Create a varied assessment scheme that scaffolds and supports the learning outcomes of the course and promotes academic integrity and <strong>CLO 5<\/strong>: Apply principles of Universal Design for Learning (UDL) and accessibility into your course design to ensure a more equitable learning experience.<\/p>\n<p><strong>Instructions\u00a0<\/strong><\/p>\n<p>For this activity, you will create an assessment using the template provided. This template can be applied to any assessment. However, drawing upon the content\u202fdiscussing\u202fauthentic assessment in this module,\u202fyou may wish to\u202fthink of an activity or assessment that you could use in your course that follows these practices.<\/p>\n<p><strong>Option 1:<\/strong> Download the <a href=\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/14\/2023\/07\/HQOC_M2_Assessment_Outline_Worksheet.docx\" target=\"_blank\" rel=\"noopener\">Assessment Outline Worksheet<\/a> (DOCX) to complete offline.<\/p>\n<p><strong>Option 2:<\/strong> Complete the activity in-line below. If you wish to save your in-line results, be sure to download your work by clicking the <strong>Export<\/strong> tab at the bottom of the left-hand navigation bar in the activity before moving on.<\/p>\n<p>Please note, this activity is intended for your own reflection and learning. <strong>Your responses are private and are deleted when you refresh or navigate away from this page<\/strong>.<\/p>\n<div id=\"h5p-35\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-35\" class=\"h5p-iframe\" data-content-id=\"35\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Assessment outline\"><\/iframe><\/div>\n<\/div>\n<\/div>\n<div class=\"note-box\">\n<p><strong>Key take-aways:<\/strong><\/p>\n<ul>\n<li>Use a <strong>variety of assessment types and submission options<\/strong> to provide learners with multiple means of action and expression.<\/li>\n<li>Build assignments and assessments that use <strong>scaffolding<\/strong>, breaking up complicated tasks and content into smaller parts of increasing complexity.<\/li>\n<li>Consider creating <strong>authentic assessments<\/strong> for your course, which ask learners to apply discipline-specific skills and knowledge to solve real-world scenarios and\/or case studies.<\/li>\n<\/ul>\n<\/div>\n","protected":false},"author":1,"menu_order":4,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-97","chapter","type-chapter","status-publish","hentry"],"part":73,"_links":{"self":[{"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/pressbooks\/v2\/chapters\/97","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/wp\/v2\/users\/1"}],"version-history":[{"count":2,"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/pressbooks\/v2\/chapters\/97\/revisions"}],"predecessor-version":[{"id":246,"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/pressbooks\/v2\/chapters\/97\/revisions\/246"}],"part":[{"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/pressbooks\/v2\/parts\/73"}],"metadata":[{"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/pressbooks\/v2\/chapters\/97\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/wp\/v2\/media?parent=97"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/pressbooks\/v2\/chapter-type?post=97"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/wp\/v2\/contributor?post=97"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/openstudio.pub\/qualitycourses\/wp-json\/wp\/v2\/license?post=97"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}