Does the assessment clearly measure the learning objective that the students need to achieve? Yes; No Is the assessment measuring something that the students expect to be measured? Yes; No Is this the right type of assessment to use to measure this learning objective? Yes; No Does the assessment measure a fair representation of the components of the learning objective? Yes; No Does the assessment measure the most important components of the learning objective rather than immaterial or tangential components? Yes; No Is the assessment appropriate for all the students who will use it? Yes; No Does the assessment make clear what students must do to provide a high quality response? Yes; No Will the results of the assessment provide you with the information you need to determine how to refine and revise your instructional plans for the near term? Yes; No Will the results of the assessment provide students with the information they need to see where they are proficient and where they need to improve? Yes; No The information above was developed from: Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Bloomington, IN: Solution Tree Press. For ANY of the above answers that are NO, please indicate how you plan to change to accommodate it in the future. Please provide the question number for which you are providing the information. 3. (If opening the loop) what changes would I make to improve student learning the next time this course is offered? (If closing the loop) How did the implemented changes improve student learning?
Does the assessment clearly measure the learning objective that the students need to achieve? Yes; No Is the assessment measuring something that the students expect to be measured? Yes; No Is this the right type of assessment to use to measure this learning objective? Yes; No Does the assessment measure a fair representation of the components of the learning objective? Yes; No Does the assessment measure the most important components of the learning objective rather than immaterial or tangential components? Yes; No Is the assessment appropriate for all the students who will use it? Yes; No Does the assessment make clear what students must do to provide a high quality response? Yes; No Will the results of the assessment provide you with the information you need to determine how to refine and revise your instructional plans for the near term? Yes; No Will the results of the assessment provide students with the information they need to see where they are proficient and where they need to improve? Yes; No The information above was developed from: Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Bloomington, IN: Solution Tree Press. For ANY of the above answers that are NO, please indicate how you plan to change to accommodate it in the future. Please provide the question number for which you are providing the information. 3. (If opening the loop) what changes would I make to improve student learning the next time this course is offered? (If closing the loop) How did the implemented changes improve student learning?
FullAssessment-Checklist.docx