To be effective, an instructor's assessment criteria should be developed from learning outcomes.
This table of examples from Royal Roads University shows how assessment criteria was built from the learning outcome.
Learning outcome |
Assessment criteria |
|---|---|
Communicate in writing |
A structure relevant to the document format is used, which makes it easy for the audience to identify the main points and ideas. The text is legible, accurate and conforms to the grammatical conventions that match the purpose and expectations of the audience. A varied vocabulary and sentence structure is used to convey particular effects. An appropriate tone is used to suit the degree of formality required or in observation of any conventions. |
Model values and practices that encourage trust, knowledge sharing, empowerment and mutual success |
The student interacts effectively with learners in teams, groups and class work. The student listens carefully and provides and receives feedback as part of learning. The student encourages alternative views, welcoming everyone to participate fully. |
Evaluate the effectiveness of the student's own actions within a leadership context of their choice |
The student is able to respond sensitively to a variety of feedback sources within the working context. |
Grading
Once you've established the assessment criteria, you can develop a rubric to help you evaluate the performance of your students.
The rubric describes different levels of performance for each assessment criterion.
Here's a sample rubric for the last example in the table above.
Sample rubric
The learner is able to respond sensitively to a variety of feedback sources within the working context |
|
|---|---|
4 |
The learner:
|
3 |
The learner:
|
2 |
The learner:
|
1 |
The learner:
|