Assessment and Grading

Last Updated: March 2012

Thanks to Dr. Douglas Eder and Dr. Gosha Zwyno for recommending additional resources to include on this page. See the LTO page on Teaching Large Classes for additional assessment resources.

The LTO has also produced a summary of best practices using many of these resources. Download Creating Effective Assessments [pdf].

Table of Contents

• Assessment Strategies
• Tests and Exams
• Marking and Grading
• Grading Rubrics

Assessment Strategies

• The Teaching Assessment and Evaluation Guide [pdf]
  Senate Committee on Teaching and Learning. York University. 2002.
• "How am I Doing?": Suggestions for Early Feedback [pdf]
  Office of Educational Development. University of California at Berkeley. 2005.
• Assessing Student Learning: Ideas, strategies and resources for quality in student assessment
  Centre for the Study of Higher Education. The University of Melbourne.
  A collection of papers and presentations on a variety of topics in assessment, including assessing group work, assessing large classes, qualities and standards, tips for new staff, and minimizing plagiarism.
• Tools and Tips for Teaching and Learning: Teaching and Assessment Strategies
  Schreyer Institute for Teaching Excellence. Penn State University.
  The Schreyer Institute has collected an excellent group of resources that cover topics ranging from computer-based testing to oral communication rubrics.
• An Introduction to Classroom Assessment Techniques
  By Diane M. Enerson, Kathryn M. Plank, and R. Neil Johnson. Schreyer Institute for Teaching Excellence. Penn State University. 2007.
• Generic Centre Assessment Series
  Learning and Teaching Support Network (LTSN). 2001.
• Course Assessment
  Derek Bok Center for Teaching and Learning. Harvard University.
• Student Learning: Observing and Assessing
  On the Cutting Edge, The National Association of Geoscience Teachers. Carleton College.
  The NAGT have collected numerous assessment resources, including instructions and examples for different assessment tools, including concept maps, knowledge surveys, poster presentations, and peer reviews. Their page on Large Class Assessment might also be of assistance to Ryerson instructors working with large groups.
• Conducting Assessments of Teaching and Learning
  The Eberly Center for Teaching Excellence. Carnegie Mellon.
• Core Principles of University Assessment [pdf]
  Centre for the Study of Higher Education. The University of Melbourne. 2002.
• Too FAST: Free Assessment Summary Tool
  Mount Royal College.
  "The TooFAST initiative is committed to providing users with a simple online survey tool for teachers to assess their students' impressions of their courses and their teaching. Using TooFAST does not cost anything and we are offering all our code under the terms of the GPL."
• 500 Tips on Assessment [ebook]
  By Phil Race, Sally Brown, and Brenda Smith. Falmer Press. 2004.
  Available at the Ryerson Library. Call No: LB2368.B764 2005eb.
  
• Assessment and Outcomes
  By Richard Frye. Center for Instructional Innovation and Assessment. Western Washington University.
• Classroom Assessment Techniques
  The National Teaching & Learning Forum.
• FLAG: Field-tested Learning Assessment Guide
  College Level One Team. National Institute for Science Education. University of Wisconsin-Madison.
  Constructed by CL-1 as a resource for Science, Technology, Engineering and Mathematics instructors, this site will be of use to any instructor looking to match their course goals with the appropriate classroom assessment techniques.
• Internet Resources for Higher Education Outcomes Assessment
  List compiled by Ephraim I. Schechter. University Planning & Analysis. North Carolina State University.

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Tests and Exams

• Quizzes, Tests, & Exams and Allaying Students' Anxieties About Tests
  From Tools for Teaching by Barbara Gross Davis. Berkeley University. 1993.
  Barbara Gross Davis offers an overview of the function of tests and exams, general strategies for developing tests, different types of tests and alternative modes of testing. A supplementary resource, Giving Exams Demonstrating Student Understanding, offers some helpful guidance for designing questions and helping students succeed.
• Final Exams
  New Faculty Teaching Newsletter No. 25. Office of Educational Development. University of California at Berkeley. 2007.
• Alternatives to Final Exams
  Office of Educational Development. University of California at Berkeley.
• How to Write Tests
  By Robert Runte. University of Lethbridge. 2001.
  Dr. Runte covers test-taking and test design. Includes information on assessing student achievement, reporting test results, and designing objective test items, including essay questions, multiple-choice questions, and short answer questions.
• How to Write Better Tests: A Handbook for Improving Test Construction Skills
  By Lucy C. Jacobs. IU Bloomington Evaluation Services & Testing. Indiana University.
• Creating Assignments & Exams
  Derek Bok Center for Teaching and Learning. Harvard University.
• Improving Multiple Choice Tests [pdf]
  By Victoria L. Clegg and William E. Cashin. From IDEA Paper No. 16. Center for Faculty Evaluation and Development. Kansas State University. 1986.
  This paper outlines ideas and strategies for writing fair, accurate and inclusive multiple-choice tests.
• Improving Essay Tests [pdf]
  By William E. Cashin. From IDEA Paper. No. 17. Center for Faculty Evaluation and Development. Kansas State University. 1987.
  This paper provides strategies and recommendations for constructing and scoring essay tests. These recommendations can also be adapted to term papers, project reports, oral exams and other student assessment processes.
• Designing and Managing Multiple Choice Questions
  By John Carneson, Georges Delpierre and Ken Masters. University of Cape Town. 1996.

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Marking and Grading

• Tests and Grading
  Office of Educational Assessment. University of Washington.
• Grading Practices
  From Tools for Teaching by Barbara Gross Davis. Berkeley University. 1993.
  
• Plan to Grade
  University of Washington.
  A site that offers resources to encourage faculty to think critically about their own grading practices and develop grading practices that lead to greater learning.
• Fast and Equitable Grading
  Centre for Teaching Excellence. University of Waterloo.
• Grading & Feedback
  Derek Bok Center for Teaching and Learning. Harvard University.

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Grading Rubrics

• Scoring Rubrics: What, When and How?
  By Barbara M. Moskal. Practical Assessment, Research & Evaluation, 7(3). 2000.
  This paper describes the different types of scoring rubrics, explains why scoring rubrics are useful, and provides a process for developing scoring rubrics. It concludes with resources that contain examples of the different types of scoring rubrics and further guidance in the development process including Kathy Schrock's Guide for Educators with its online Rubric Building tool.
• Using Rubrics to Promote Thinking and Learning
  By Heidi Goodrich Andrate. Educational Leadership. Vol. 57(5): 13-18. February 2000.
• Sample Rubrics
  List compiled by Winona State University.
• Classroom Assessment Techniques: Scoring Rubrics
  By Diane Ebert-May. College Level One. National Institute for Science Education. University of Wisconsin-Madison.
• Assessment Using Rubrics
  On the Cutting Edge, The National Association of Geoscience Teachers. Carleton College.
• Using Rubrics in Assessment
  Office of Institutional Assessment and Studies. University of Virginia.
• Rubric Tools
  Schreyer Institute for Teaching Excellence. Penn State University.

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