List clear course learning objectives in syllabi, as well as in individual course modules.

List clear learning objectives for larger assignments. Communicate what you hope students will learn by completing the assignment and what skills it will help them develop.

Communicate to students the relevance of learning outcomes and related activities beyond the classroom.

TILT Higher Ed Examples and Resources, Transparency in Learning and Teaching Project) (Website)

Checklist for Designing Transparent Assignments, TILT Higher Ed (PDF)

Revised Bloom’s Taxonomy Assignment Cues, TILT Higher Ed (PDF)

Design assessments that focus on criteria that have been explained or taught. 

Carefully consider what portion of the grade will be determined by grammar, mechanics, tone, vocabulary or style, as well as whether students have been prepared for this.

Interrogate the ways that your assessments may be built around cultural assumptions or may require prior knowledge that not all students have access to (the hidden curriculum). Revise assessments in ways that avoid this assumed knowledge.

Why Should Assessments, Learning Objectives, and Instructional Strategies Be Aligned?, Carnegie Mellon University, Eberly Center - Teaching Excellence & Educational Innovation (webpage)

Give students opportunities to improve their performance based on feedback (e.g., revision, a high-stakes assignment that builds on one or more low-stakes assignments).

What Is the Difference between Formative and Summative Assessment, Eberly Center, Carnegie Mellon University

When creating assignments, identify opportunities for student choice that foster meaningful engagement and demonstration of learning. For example:

• Present more than one assignment option;
• Present options for expressing learning in different formats or modalities 

For larger assignments, design “scaffolds” that break assignments into smaller tasks. Present opportunities for students to practice, to receive feedback, and to revise and resubmit work.

Instructional Scaffolding to Improve Learning, Center for Innovative Teaching and Learning, Northern Illinois University (Web page)

Scaffolding and Sequencing Writing Assignments, The Writing Center, University of Colorado-Denver, Anschutz Medical Campus (PDF)

Sequencing and Scaffolding Assignments, Sweetland Center for Writing, University of Michigan (Web page)

Clearly communicate assignment criteria, provide examples of assignments which successfully demonstrated the learning objectives being assessed, use rubrics as communication tools while still providing flexibility.

Encourage students to discuss their grade with you throughout the course.

Consider carefully how or if attendance, participation and improvement should be factored into final grades. 

Consider the benefits of holistic grading vs. structured point grading. 

Explore alternative grading methods like contract grading (see related resources).

Use a more mathematically fair grading scheme, such as one in which missing assignments are scored at 50% of the total possible points (see “The Case Against Zeros in Grading” and “Setting Automatic Grades for Missing Assignments in Canvas”).  

Teaching More By Grading Less (or Differently), Jeffrey Schinske and Kimberly Tanner, CBE Life Sciences Education (Article)

A Contract for a Final Grade of B in First Year Writing, Peter Elbow (PDF)

Contract Grading Reading and Resources, Whitney Cox (Curated list)

The Case Against Zeros in Grading, Alexis Tamony, Edutopia

Setting Automatic Grades for Missing Assignments in Canvas, Champlain College Center for Learning & Teaching

Build avenues for students to contribute to collaborative learning assignments in less commonly valued ways. For example:

• Students with ADHD may be remarkable contributors to the brainstorming process.
• Students with social anxiety may participate better via digital back channels.
• Working students may contribute to group work asynchronously. 

Consider designing rubrics that award points for various roles, value asynchronous work, or otherwise account for frequently undervalued but essential contributions.

Teaching: Is It Time to Redefine Class Participation? Beth McMurtrie, Chronicle of Higher Education (access via Rowan Libraries)

Linda McCarthy’s Process (Participation Goals Rubric)

Offer a mix of assessment opportunities. For example:

• Exams that are take home or timed
• Open and closed-book
• Feature questions in varied styles including multiple choice, short answer, long answer, application or case-study
• a mix of independent and collaborative work
• digital and print-based projects (e.g., essays, social media assignments, video production, poster, etc.)

Variety in Assignment and Assessment Methods, University of New Brunswick (Webpage, includes link to PDF version)

Focus on the instructor role of educator, rather than assuming the role of gatekeeper.

Coming soon!