Course Certification Checklist
Assessment is addressed by Standards 10 and 12 on the Course Certification Checklist.
Standard 10 states, “Due dates and points associated with each assignment are clearly delineated.”
Standard 12 states, “The assessments are sequenced and varied and the course provides the learners with multiple opportunities to track their learning progress (formative and summative assessments).”
At the most basic level, assessment includes anything an instructor has students do for a grade. However, well-planned and well-designed assessments serve as a method to evaluate student performance and learning progress in relationship to established learning objectives. For students, assessments provide an opportunity to develop and refine skills, explore concepts, receive feedback on their academic progress. For faculty, assessments provide a means to evaluate the effectiveness of learning materials, teaching effectiveness, and learning objectives.

When developing a course, faculty should strive to incorporate sequenced and varied assessment to ensure student have multiple opportunities to track their progress and receive feedback. Both formative and summative assessments should be included in a course’s design.

Formative assessment evaluates student learning over a period of time and provides students the opportunity to improve their skills and achievement based on feedback provided by the instructor. Some examples of formative assessment include weekly discussions, journals, research proposal, or short quizzes.

Summative assessment typically is more comprehensive and evaluates student progress throughout a unit of study or entire course. Some examples of summative assessment include end-of-class projects, essays or reports, or comprehensive final exams.

Course Certification Checklist
Feedback and grading are addressed by Standards 9, 10, 11 and 15 on the Course Certification Checklist.
Standard 9 states, “The course grading policy is stated clearly.”
Standard 10 states, “Due dates and points associated with each assignment are clearly delineated.”
Standard 11 states, “Specific and descriptive criteria for the evaluation of work are tied to the course grading policy.”
Standard 15 states, “The instructor’s plan for classroom response time and feedback on assignments is clearly stated.”

In order to assist students develop skills and make academic progress, faculty should provide timely and constructive feedback on assessments. Rubrics serve as an effective method not only for providing feedback, but also informing students of your expectations before they submit their work.

Rubrics include assessment criteria, points possible, and requirements for achievement levels. A variety of learning activities use rubrics such as discussion boards, essays, and presentations. As an instructor, rubrics also decrease subjective grading practices. Some additional benefits of rubrics include:

  • Explicit expectations are communicated to students
  • Indicates the required content and skills to be evaluated
  • Provides timely and constructive feedback to students
  • Reduces faculty grading time
  • Measures student progress toward learning objectives and goals.

As faculty design and create rubrics, they should consider how they plan to guide students in completing the given assessment. Additionally, faculty should reflect on the learning objectives that align with the assessment and think about the types of evidence students should produce to demonstrate their learning and progress.

Begin the rubric by listing specific characteristics students should have in their work; all criteria should be listed in the first column of the rubric. Next, detail what the highest level of achievement looks like for the given assignment. Then, complete the remaining columns and rows with the criteria and lower levels of achievement. As faculty develop their rubrics, they can refer to the Checklist for Quality Rubrics and the AACU’s VALUE Rubrics

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Workshops and Training

The Instructional Design and Technology team offers free online and face-to-face trainings focused on technology implementation and quality course design. Check out our frequently updated training calendar to view all current offerings. Want to request a departmental or one-on-one course consultation? Please schedule an appointment now!

Instructional Technology Support

UMKC uses a variety of e-learning tools including the Canvas Learning Management System (LMS), Panopto for lecture capture, Zoom for synchronous course sessions and meetings, and many more. Learn more about the unique features of these tools and discover how to implement them in your own course.

Course Certification Checklist

Instructors may request for the Quality Matters certified UMKC Instructional Designers to conduct a review of their online course using the Course Certification Checklist. Courses meeting each element of the Certification Checklist will be certified for online instruction at UMKC.

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