Evidence of understanding involves collecting performance tasks or other measurements of achievement obtained via quizzes, journals, homework, and tests. Instructors should generate ideas of the types of assessments that might be best suited to measure the success of a student's learning. Instructors are encouraged to use various approaches that suit the subject, course, students, and teaching styles. Additionally, instructors should consider how the approaches selected can be communicated to students to help them know how they will be held accountable for their learning.

Review of terminology

In the realm of collecting evidence of understanding, terminology abounds. Having a shared understanding of how we use related terminology is helpful. Below is a list of terms we use.

• ASSESSMENT — Focused on measuring knowledge acquisition, performances, work products, or skills developed to determine the level of mastery or attainment of course outcomes and unit objectives. It is the process of gathering and discussing information from multiple and diverse sources to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of a learning activity.
• EVALUATION — A systematic analysis of the quality of a unit, course, or program for the purpose of making improvements.
• DIAGNOSTIC ASSESSMENT — Conducted at the beginning of the semester or unit to capture students' prior knowledge and misconceptions. Can provide information useful to offer remediation and/or adjust learning activities.
• FORMATIVE ASSESSMENT — Conducted at intermediate points to give students feedback on their performance and to give students and instructors information on how students are learning.
• SUMMATIVE ASSESSMENT — Conducted at the end of a unit or course to assign a grade.
• KEY ACTIVITIES — Activities students engage in that measure of completion of course outcomes such as reflections, discussions, quizzes, papers, case studies, or presentation

Educative assessment

Auditive assessment 

“Teachers whose only feedback and assessment procedures are, for example, two [tests] and a final [exam] exemplify the perspective of auditive assessment. When this is the only feedback and assessment in a course, it serves only one function: to audit student learning as a basis for [assigning a grade]. This approach to feedback and assessment is typically based on backward-looking assessment, with exams that look back on what was covered during the last several weeks and aim simply at determining whether the student got it or not” (Fink 93).

Educative assessment 

“The primary purpose of educative assessment is to help students learn better…The problem is that most teachers do not know how to go beyond grading to being able to provide the kind of feedback and assessment that will enhance the learning process itself, that is, to do more than simply record the results of the learning process” (Fink 93).

Matching assessments to a taxonomy

When designing assessments to match unit objectives, consider the guidelines below:

• “An assessment should align firstly with the overall desired unit objective and secondly with the more detailed content of the course.
• Be clear about what you are trying to assess. Most courses will need a range of assessment methods to assess the content adequately and the desired learning outcomes.
• Pay attention to the cognitive level of the assessment task or question…Some tasks operate at a low level of factual recall, while others ask students to analyze, synthesize, or evaluate information. The cognitive level of the task or question should match your goals in the desired learning outcomes or curriculum plan” (Schwartz).

Direct Assessment Measures

Direct measures assess student learning by evaluating examples of student work, such as oral presentations, writing assignments, and exams. Examples include:

• Course‑embedded assessments;
• Score and pass rates on tests and appropriate licensure exams;
• Performance evaluations;
• Observations of student behavior, conducted through a systematic process;
• Score gains on pre‑ and post‑test measures;
• Summaries and assessments of online class discussion threads; and

Assessment characteristics

When considering assessment types in your course design, brainstorm options regarding the assessment methods and characteristics contributing to students' understanding of their progression toward course outcomes and unit objectives. The information below is a suggested framework for brainstorming ideas and weighing the characteristics of assessment types before choosing and developing assessments.

• POTENTIAL ASSESSMENT METHODS — List ideas for potential assessment types appropriate for measuring or observing students’ progression toward course outcomes and unit objectives — both formative and summative.
• GRADED/SCORED — Would this assessment be graded or scored? Graded with a number or letter? Pass/fail? Participation points? Ungraded, but with a score?
• CRITERIA FOR GRADE/SCORE — What type(s) of criteria would inform the grade/score? Correct/incorrect? Quality? Participation? Improvement shown?
• FEEDBACK TO STUDENTS — What type(s) of feedback could the assessment provide students? When would the feedback be delivered? Immediately/delayed? Correct/incorrect? Grade/score? Programmed feedback? Brief written comments? Rubric? Detailed written comments? Verbal comments in class?
• STUDENT AWARENESS — How could this assessment help students assess their knowledge, apply their understanding, and/or judge the quality of their work? Grade/score? Comments on work quality? Suggestions for improvement? Encouragement to reflect on work processes? Exposure to other students' understanding?

Evidence of Understanding Worksheet

• Download the Step 5: Evidence of Understanding Activity Worksheet.