The far right column is your grading and feedback criteria.
Remember, your assessment is not completely designed until you
know how you'll judge the quality of student work.
Let's begin with remember, the lowest level of learning.
Some of the tasks that you can
ask students to complete include multiple choice,
fill in the blank or matching questions.
Many of these assessments can be automatically graded using
the computer, because there is a clear, correct answer.
Other types of assessments might include timed recall, such as
multiplication facts, spelling words, or recitation of a speech, and note-taking.
However, knowing how you'll measure the quality of student work
requires you to identify the criteria you'll use to judge it.
Some grading criteria might include an answer key, a tally
to count errors, or a judgement of incomplete or complete.
Let's look at understand.
This is the second level of learning.
Here, it might be more difficult for a computer to grade open-ended quiz
questions, but students can demonstrate that they
have done more than memorized a concept.
They actually understand it.
Perhaps students completed a discussion
forum or a report.
Where you've asked them to respond to prompts such
as, summarize the text or put into your own
words, or how did this character solve his problem,
or describe the context and setting of the story.
To grade these sorts of responses, you need to
be able to plan how you'll measure student success.
Will you use a checklist, answer key, or possibly a list
of acceptable answers? Let's look at the level apply.
Here, students begin to start using higher-level thinking processes.
Assessment that measures a student's ability to apply a predefined set
of steps to conduct a teacher-specified lab experiment, is one example.