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Matching Assessments to Learning Outcomes(匹配评估学习结果)
Matching Assessments to Learning Outcomes
This handout has been developed for use with the following LTO documents:
• Creating Effective Assessments
(http://ryerson.ca/content/dam/lt/resources/handouts/NFOeffectiveassessments.pdf)
• Designing Multiple Choice Questions
(http://ryerson.ca/content/dam/lt/resources/handouts/MCQs.pdf)
When designing assessments, it is important to make sure that any exams or assignments
match the learning outcomes of the course. Assessments should be based on material you’ve
covered in the course, and students should perceive the material as relevant and fair. As
summarized in the Stanford Testing Handbook :
Testing not only lets you and your students know how much they have learned, it
also provides a chance for more learning to take place, by reinforcing course material
or by requiring students to use or think about what they have learned in a new way.
Tests should be designed with primary course objectives in mind and should cover
material from all components of a course (sections, lectures, textbooks, etc.)… The
nature of the exam will directly influence how students prepare, study and learn. For
this reason, the format and frequency of your testing will directly influence what and
how much students learn. If students have reason to believe that you will mainly
stress recall of information, for example, then they are much less likely to devote
time to the mastery of concepts and the synthesis of material. On the other hand, if
your tests will demand a deep knowledge of the ideas discussed, students are likely
to respond accordingly.
Designing an Assessment
When designing a new assessment or revising an old one, “the most important component is to
be sure there is a match betwe
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