Assessment strategies and pedagogy are fertile ground for innovative practices that can reshape and improve how course content is designed and how student learning of the content is assessed. There has been much attention given to course design that does not include looking at how assignments and activities are graded and what feedback students are given. All too often assessment is seen by students as a process with an underlying threat associated with the grading processes, a perspective that affects how students see themselves as learners and whether they are motivated to be achievers. This perception by the student is further exacerbated by the wide variety of assessment approaches students experience from one class to another. Students are deeply impacted by the linkage of grade performance to financial aid, scholarship funds, and employment, which may interfere with their learning goals and perceptions of value.
To this end a task group was created to explore the latest pedagogical research and practices regarding:
- Assessment of student learning (and assessment-related task design), including the use of high-technological tools and low-tech tools for assessment
- Formative and summative assessment and feedback
- Connections between assessment, feedback, and grading
How the examples were collected
Faculty and staff from across the 64 SUNY campuses were invited to share their innovative assessment techniques by filling out the Innovative Assessments collection form. The task group members then vet the submissions to ensure all of the needed information and documentation is present before posting to the site. Please feel free the share your assessment ideas that you feel would benefit this collection.
How to use this site
There are multiple ways to use this resources. You can explore the different assessment categories at the top of the page to find out additional information about each and to see assessment ideas that fall into that category.
