This module helped me broaden my understanding of assessment as more than just tests and grades. Effective assessment is really about gauging understanding, supporting growth, and improving instruction. Like many of you shared, it’s important to choose the right kind of assessment for the learning objective (Frances Diaz, Matt McGilberry).
I especially liked learning about Classroom Assessment Techniques (CATs) like the minute paper, knowledge probe, and punctuated lectures (Aidan McFall, Julian Watson). These low-stakes tools give immediate insight into student comprehension and help instructors adjust their teaching in real time. I plan to use these weekly to stay responsive to student needs.
It was also helpful to see how professional communication can be a key part of assessment, especially in career-focused programs (Katina Young). I’ll be more intentional about evaluating not just what students know, but how clearly and professionally they express that knowledge—both in writing and speaking.
Going forward, I intend to:
Use a mix of formative and summative assessments to monitor progress and measure outcomes (Mark Galan).
Incorporate anonymous surveys and quick quizzes to identify where students are struggling
Design authentic assessments that reflect real-world tasks and decision-making
Include time for student reflection to promote metacognition and ownership of learning (Andrew Gradall).
Ultimately, assessment should be a two-way street—giving both students and instructors the feedback they need to improve. When done thoughtfully, it not only measures learning but supports it
