Foundations of Course Design:
Designing Summative Assessments
What are Summative Assessments?
After determining what students should be able to do by the end of the course as defined by your course learning outcomes (CLOs), you need to determine how you will measure (or assess) the extent to which students have achieved those learning outcomes. One method of assessment that we use to measure student proficiency with course learning outcomes is summative assessment, which is assessment of learning. In other words, summative assessment measures student understanding and proficiency with course concepts. This method of assessment is distinct from formative assessment, which is assessment for learning. Formative assessment creates checkpoints for students to get feedback on growth opportunities while working towards achieving the CLOs. For more information on formative assessment and feedback, please see our learning pathways resource. There should be a clear connection between the CLOs, what students do in the course, and the knowledge and skills that are assessed. Ultimately, CLOs define the intended learning in a course and the summative assessment measures the extent to which students have achieved that learning. We refer to this connection as alignment.
In many instances, different assessment methods can be used to assess the same CLO. Consider the examples in the table below. When selecting an assessment method, you want to ensure that it can help you measure the skills you are targeting (as defined in the CLO). Put simply, you will want to match the verb in your CLO with a task at the same cognitive level in Bloom’s taxonomy. For example, if your CLO is, “students will be able to analyze a system using Maxwell’s equations,” your summative assessment should in turn also ask them to analyze a system using Maxwell’s equations. An exam question that asks students to “describe Maxwell’s equations in their own terms” is misaligned because it does not match the cognitive process level of your CLO.
Remember that a CLO can be measured with multiple kinds of assessments. For instance:
CLO: Evaluate common coding languages using quality standards.
What is the assessment method?
Option 1: Students will score 12 different coding languages as high, medium, or low quality using quality standards on an exam (using selected-response questions).
Option 2: Students will evaluate three coding languages and recommend the most appropriate coding language for a manufacturing company by writing a 1-page letter (written work) to a CEO that concisely lays out three to five reasons based on quality standards to justify the selection.
CLO: Apply the concepts of position, velocity, and acceleration to the motion of particles in x-y coordinates, normal–tangential coordinates, and polar coordinates.
What is the assessment method?
Option 1: Students will apply the concepts of position, velocity, and acceleration (kinematics) to solve multiple problems on an exam related to the motion of particles in x-y coordinates, normal–tangential coordinates, and polar coordinates.
Option 2: Students will complete an individual project where they have to apply kinematic concepts (e.g., position, velocity, and acceleration) in different reference frames to describe the motion of an object of their choosing that can be assumed to be a particle.
What should I consider when designing assessments?
As you narrow down the kinds of assessments you will incorporate into your course, think through these considerations:
How can you design your assessments to be more “authentic“?
In other words, how can you ask students to apply learning, higher-order thinking skills, and professional skills in ways that replicate real-world situations and tasks (Wiggins 1990). What deliverables, events, and scenarios might students encounter in industry or public life? Authentic assessment methodologies have been shown to foster students’ intrinsic motivation (Colthorpe et al. 2020).
How might you scaffold the assessment into smaller, manageable pieces?
How can you clarify your expectations and CRITERIA for students’ work?
What is reasonable for students to complete, given their other obligations and the constraints of the course? what is reasonable for you as the instructor to evaluate and grade?
When will you provide opportunities for practice and feedback so that students can revise their thinking prior to the summative assessment?
This timeline visualizes an assessment plan with three discrete modules. Each module contains two CLOs with a summative assessment (most likely an exam) at the end of each module.
What is the timeline for your summative assessments?
There are many ways you might organize your summative assessments throughout the term, depending on your CLOs and assessment types. The learning associated with some CLOs may occur early or mid-way through the course; therefore the summative assessment for those CLOs may also occur at that time. Other learning may not be achieved and measured until the end of the course. Intentional and strategic placement of summative assessments can ease grading overload and student assessment anxiety at the end of the semester. As illustrated by these figures, you may choose to utilize modules or units to neatly organize your CLOs and assessments (left); or, as is often the case with portfolios and projects, you may want to assess multiple CLOs using one summative assessment (right).
This timeline visualizes an assessment plan with multiple summative assessment types. The summative assessments evaluate different combinations of CLOs over the course of the term, culminating in an end-of-term project.
Which Assessment Type Should I Choose?
Read through the list of assessment types below and think about which type best aligns with your CLOs.
Exams and time-constrained assessment
Exams and time-constrained assessments can take a variety of forms, including multiple choice exams, worked problem exams, take home exams, group exams, or oral exams. Exams can be used to assess a range of cognitive process levels, but often focus on assessing knowledge of facts and discrete information or problem solving. Exams can be incorporated during class time or can take place outside of class (during common hour time or as a take home exam). One challenge to keep in mind when using exams is that they are often less authentic than other assessment types—as such, they may not generate student buy-in or motivation. Additionally, remember that some students require accommodations for graded, timed, in class assignments, so be mindful about how you choose to structure smaller in-class assignments like quizzes (for example, could the assignment be done for completion or completed outside of class?). However, when done well, exams can be useful, effective tools for students to demonstrate their conceptual understanding.
Strengths
- Exams can be standardized and easily integrated into courses.
- Exams can be efficient to grade.
- Exams can incorporate multiple question types including selected response (matching, true/false, multiple-choice), and constructed response questions (fill-in-the-blank, short answer, short essay), worked problems, etc.
Considerations
- What kinds of questions will you ask (selected / constructed response, problem solving, essay, etc.)?
- How can you incorporate choice and variety in the exam?
- How can you make the questions on your exam more authentic?
- How will you evaluate student work (correct/incorrect, partial credit, scoring guide/rubric)?
- How will you ensure that your assessments are accessible? Time-constrained assessments may create barriers for some students. See this resource for more ideas on creating effective and accessible assessments.
Scaffolded Steps
- Assign practice quizzes (in class or as homework) throughout each unit.
- Disseminate information on the structure of and content covered in the exam.
- Ask students to submit potential exam questions.
- Invite students to self-assess a practice exam and make corrections.
- Ask students to make a collaborative study guide.
Written work
Writing is considered a “high impact practice” that can support student learning (Kuh, 2008). Incorporating writing assignments in engineering classes can support the development of conceptual understanding and can help students engage in professional work. Written work can take a variety of forms, can be written for different audiences, can assess a variety of cognitive process levels, and can be completed individually or in groups. Some examples of written work include: analytical essays, proposals, reports, memos, research papers, manuals, opinion articles, and reflective writing. When assigning written work, be sure to explicitly communicate the criteria that will be used to evaluate student work.
Strengths
- Written work can assess high cognitive process levels (analyze, evaluate, create).
- Written work can give students choice in the topic or format (depending on the assignment criteria), increasing student motivation and buy-in.
- Written assignments can help students develop crucial communication skills.
Considerations
- What format will the written work take (blog, report, essay, etc.)?
- Who is the audience for the written work?
- What components need to be included in the written work?
- What criteria will be used to evaluate the written work?
Scaffolded Steps
- Disseminate the assignment instructions and rubric.
- Facilitate in-class brainstorming on possible topics.
- Create structured in-class/homework assignments where students write one section of their papers.
- Share strong examples of the same (or similar) assignment.
- Assign at least one rough draft.
- Facilitate peer review sessions.
Portfolios / Collections of Work
A portfolio is a collection of work resulting from projects, class work, or other experiences. These assessments often are annotated by the student or contain reflections to explain how the artifacts in the portfolio demonstrate learning and progress (Kilgore, Sattler, and Turns, 2013). Portfolios can show progress in assignments over time or final versions of assignments. Common elements in portfolios include polished samples of work, progressions of work such as drafts and a final report, and reflections. Portfolios can provide students with opportunities to evaluate their own learning, progress, and skills. Portfolios have high use value outside of the classroom, as they can also give students materials to use in job applications and help students identify skills that will be beneficial in future professions.
Strengths
- Portfolios can assess high cognitive process levels (analyze, evaluate, create).
- Students can reflect on both their learning in the course and the relevance of course work.
- Portfolios can help students develop crucial written and visual communication skills.
Considerations
- What work will be included in the portfolio?
- How will students choose what work to include (will students select work that they think best represents their current level of proficiency, will students select the most recent drafts, etc.)?
- How will students synthesize the work that they have done?
- What questions or prompts will you ask students to reflect on and include in their portfolios?
- Who will evaluate the portfolio (the instructor, the student)?
- What criteria will be used to evaluate the portfolio?
Scaffolded Steps
- Disseminate the assignment instructions and rubric.
- Share strong examples of the same (or similar) assignment.
- After submission of each portfolio piece, ask students to reflect on their processes and their work.
- Give students opportunities to revise sections of their portfolios.
Projects
During projects, students typically engage in “an authentic, engaging, and complex problem for which they have to design a solution or artifact based on data collection, assumptions and further inquiries” (MacLeod & van der Veen, 2020, p.363). When completing projects, students typically define the problem, consider multiple solutions, and iterate and improve on their solution before arriving at a final solution (Shekar, 2014). Projects can be completed individually or in groups. When facilitating group collaboration, you might offer or assign roles such as researcher, data analyzer, presenter, or project manager. This practice can provide students with a sense of ownership and ensure that every student contributes to the overall project. Throughout the duration of the project, students should receive feedback on their progress and self-assess their work. In addition to engaging with course concepts, students can practice developing professional skills, such as communication and teamwork. To support student learning, instructors can scaffold the project by checking in with teams throughout the project, framing a project so that individual students can contribute, and ensuring that the problem is solvable using course concepts (MacLeod & van der Veen, 2020). The final deliverable(s) for a project could include reports, maps, websites, presentations, videos, prototypes, or proposals.
Strengths
- Projects can assess high cognitive process levels (analyze, evaluate, create).
- Projects offer students experience working on authentic, open-ended projects.
- Projects can help students develop professional skills (e.g., communication and teamwork skills).
- Projects can be relevant for students’ future work.
- Projects can be motivating by allowing students to connect with personal, creative interests.
Considerations
- Who are the stakeholders or individuals involved in the case?
- How would you describe the context surrounding the problem or issue?
- What data or information do students need related to the context or issue (tables, quotes, documents, images, reports, etc.)?
- How will students meaningfully present or share their projects with others upon completion?
- How can you structure self-evaluation and peer feedback into the project development process?
Scaffolded Steps
- Disseminate the assignment instructions and rubric.
- Share strong examples of the same (or similar) assignment.
- Assign groups (if the project is collaborative).
- Ask each group to create group norms and choose roles.
- Check in with each group on a semi-regular basis.
- Assign due dates for each step of the project – for example, literature review, PowerPoint presentation, etc.
- Create checkpoints for groups to identify remaining project steps.
Case Studies
During case studies, students apply theoretical knowledge to a real-world situation in order to determine a course of action or to recommend a solution to a problem (Raju & Sankar, 1999). Case studies incorporate stories that illustrate concepts and pose questions that are open-ended and have societal implications (Hoffer, 2020). Cases can range from simple to complex. However, most case studies (Herreid, 1997):
-
- Tell a story
- Are relevant and situated within the context of a current problem
- Provoke conflict or are controversial (i.e., there is no right or easy answer)
- Necessitate a decision (students have to face the problem and make a decision)
- Can be generalized (case studies are most beneficial when students can make general connections to relevant concepts)
- Are concise (cases should introduce the facts and relevant information without being overly tedious)
When using case studies, students can engage in discussions about the situation, the stakeholders involved, possible solutions, the impacts of those solutions, and assumptions made (Hoffer, 2020). Deliverables for case studies can include proposals, presentations, and recommendations.
Strengths
- Case studies can assess high cognitive process levels (analyze, evaluate, create).
- Students can relate theoretical concepts to real-world situations.
- Case studies can help students develop crucial critical thinking skills.
- Case studies can help students prepare for open-ended problems and their future professions.
- Case studies can motivate students (Yadav, Shaver, & Meckl, 2010).
Considerations
- What is the duration of the project?
- What are the components that make up the project (literature review, analysis, conclusion, recommendation, etc.)?
- How will you build in checkpoints to ensure students are making progress?
- How will you provide feedback and give opportunities for revision?
- What will students submit (report, product, presentation, etc.)?
- How will students share their projects? With whom?
- How will students balance individual responsibilities and collaborative work?
Scaffolded Steps
- Disseminate the assignment instructions and rubric.
- Share strong examples of the same (or similar) assignment.
- Assign a deliverable for researching the case study (i.e., a short paper).
- Designate class or office hour time to discuss difficulties students are facing and brainstorm solutions.
Use Generative AI to Design and Align Summative Assessmnets
Generative AI (genAI) tools such as Microsoft Co-Pilot, Google Gemini, and ChatGPT can prove useful when brainstorming summative assessment ideas. To get started, copy and paste the following prompt into one of the tools above:
“I am looking to develop summative assessments for my course on [course title]. Using the provided course learning outcomes, create a table with the learning outcomes in column one, and an aligned “assessment method” in column 2. Make sure that the assessments cognitively align with the verb presented in the learning outcome (according to Bloom’s taxonomy). As you develop these assessments, keep accessibility, inclusion, and authenticity in mind. Make sure that students are able to demonstrate their knowledge in a variety of ways and, where possible, tap into their creativity and interests. Give students some sense of choice in at least a few of the assessment methods if appropriate. Lastly, make sure that these assessments are authentic as possible. By this, I mean giving students a chance to practice, simulate, and mirror the kinds of tasks, scenarios, and deliverables they will encounter in their future careers and lives. Here are the learning outcomes: (copy and paste course learning outcomes).”
Don’t stop there—refine your initial outputs by providing additional contextual information about your course (a course description, for instance), and tailor your assessment development toward your specific teaching and learning needs. Please consider the social, environmental, and legal impacts of using generative AI. We recommend consulting our “Effective Teaching and Generative AI” resource for more information.
DIG DEEPER: Additional Resources for Mines Faculty
Guidelines for Effective and Accessible Assessments: This resource identifies Mines student perspectives on assessment, identifies barriers to accessibility with corresponding solutions, and offers general recommendations for making your assessments more accessible.
Designing Authentic Assessments: This resource defines authenticity in the context of assessments, maps out important dimensions of authenticity, and provides questions to consider and ideas to get you started in creating authentic assessments.
Aligning Assessments: This resource explains the importance of aligning your summative assessments with CLOs and provides examples of aligned assessments.
Toolkit Navigation
Part 1: Developing Course Learning Outcomes
Part 2: Designing Summative Assessments
Part 3: Building Learning Pathways
