Tasks: Use the work you've done in this Module to decide on the summative assessments for your course. Document them on the second section of Handout 2.
Purpose: Aligning your assessments with your course goals improves the chance that your assessments will feel relevant and meaningful for your students, and will help you make decisions about grading and evaluation.
Criteria for Success: Fill out each part of the handout as fully as you can, building off of your brainstorm.

Refer to Vanderbilt's Understanding by Design (Links to an external site.) article for more guidance!

This is what it looks like with our example from Occupational Therapy Information Literacy - now go fill it out in your course design document!

Part II. Major Assessments: Acceptable Evidence

Use this chart to describe your assessments for your course. Make sure that each major course outcome is being assessed (although one task can certainly demonstrate learning or understanding of more than one thing!)

Consider:

How will I know if students have achieved the desired results?
What will I accept as evidence of student understanding and proficiency? (a test, essay, performance, multimedia project, board game, etc.)

It’s also key to make sure that the assessment matches the learning goal. If you want to assess whether a student can parallel park, you would want to take them out on the road, not give them a test on the history of the automobile!

Major Course Outcome/Goal	Major task to demonstrate understanding and learning	Is there potential to add student choice to this task? If so, what choice might you offer?
Knowledge: an understanding of the structure of research papers.	Label the parts of a research paper
Transfer: Be able to efficiently find published research in future courses and clinical practice.	Assignment 1: Submit research question article search results and process reflection	Students can choose the topic of the search
Transfer: Be able to critically evaluate published research in future courses and clinical practice.	Assignment 2: Article Critique	For me to assess, I'm not going to be able to offer choice here
Transfer: Be able to efficiently find, critically evaluate and use published research in future courses and clinical practice.	Assignment 3: Annotated bibliography and self-assessment reflection	Students can choose topics for their annotated bibliography
Understandings: Students will understand that not all research is created equal, and that fluent search methods and critical evaluation is crucial to being able to quickly locate quality research.	Student reflective checkpoints and self-assessments throughout the course.	Students can create any kind of reflection they want: video, written, audio, etc.