Course Structure Keystone

Checklist: Assessment Strategies & Methods

Use assessments to gauge the achievement of course objectives and track student progress.

Yellow check mark icon

Grading Schema

The institution-approved grading schema is used and includes a letter grade equivalence chart.

Learn how to implement

►Use Hostos Grading Schema

Hostos Community College adheres to a standardized grading policy that emphasizes fairness, transparency, and alignment with academic objectives.

Review Hostos Grading Policy

►Use Clear Grading Criteria
Indicate in your syllabus whether you use a point-based or percentage-based grading system (or a combination) and include a letter grade equivalence chart to ensure that grading is transparent and aligned with institutional policies.

Percentage-Based Grading System

Point Grading System

Tip – Use Grading Rubrics
Consider developing detailed rubrics that outline the criteria for each assessment. Rubrics should reflect the course objectives, providing a clear guide for both students and instructors on what is expected.

Yellow check mark icon

Final Grade Distribution

The final grade distribution is aligned with course objectives and included in the syllabus. The methods used to calculate the grades are clearly explained.

Learn how to implement

Align assessment categories with course objectives and weight them by difficulty. Easier tasks should have less weight, while more challenging ones should carry more. The grade breakdown should clearly communicate the purpose and mastery level for each task.

►Align Assignments with Course Objectives
Develop assessments that directly measure the knowledge and skills outlined in your course objectives. Each assessment should have a clear link to one or more objectives.

Using AI to Align Assignments With Course Objectives

Yellow check mark icon

UDL

Varied submission formats (written, oral) support diverse expressions.

Learn how to implement

►Use clear, concise language in your assessment instructions and questions. Avoid unnecessary jargon or complex language that could confuse students, especially those using assistive technologies.
►Provide timely feedback and consider deploying self-assessment tools like reflection prompts or self-grading quizzes with feedback to help students self-monitor and adjust their learning strategies.
►If your assessment is timed, provide accommodations for students needing extra time.
►Offer flexible and accessible ways for students to respond to assessments, such as allowing voice or video responses for those who struggle with typing.

Yellow check mark icon

Accessibility

Assessments are compatible with assistive technology.

Learn how to implement

► Downloadable assessment documents pass the accessibility check.

Accessibility Checkers

►Insert alternative text for images if your assessment includes screenshots, diagrams, or other visual content. These descriptions should convey the essential information in the image for students who use screen readers or other assistive technologies.

Accessible Media

Yellow check mark icon

Evaluation

Grading rubrics are aligned with objectives, making expectations clear.

Learn how to implement

► Use grading rubrics tied to learning objectives to clarify expectations and guide student efforts. Analyze assessment data to identify challenges and provide targeted feedback and support.

► Gather student feedback on rubrics and address technical issues to maintain a smooth learning experience.

Yellow check mark icon

Resources & Support

Guidance on accessing software for assignment submission is included.

Learn how to implement

► Inform students about accessing CUNY-licensed software and loan hardware to facilitate their access to the necessary technology for assessments.

CUNY Site Licenses

► If you use third-party tools (e.g., Cengage, Labster), include a Course Tools section in your LMS with setup instructions, access links, course codes, and support resources, and reference it in your syllabus.

► Provide a list of contacts for technical support that students can reach out to.

References

CAST. UDL Guidelines (n.d.). Consideration 4.1. Vary and honor the methods for response, navigation, and movement.

California State University, Chico. (n.d.). “Assessment and Evaluation of Student Learning.” Rubric for Online Instruction (ROI).

Hostos Community College. Office of Educational Technology. (2023). Selecting Assignment Types to Measure Student Learning.

OSCQR – SUNY Online Course Quality Review Rubric. (n.d.). Standard 15 – Any technology tools meet accessibility standards.

OSCQR – SUNY Online Course Quality Review Rubric. (n.d.). Standard 30 – Course provides activities for learners to develop higher-order thinking and problem-solving skills, such as critical reflection and analysis.

OSCQR – SUNY Online Course Quality Review Rubric. (n.d.). Standard 31 – Course provides activities that emulate real-world applications of the discipline, such as experiential learning, case studies, and problem-based activities.

OSCQR – SUNY Online Course Quality Review Rubric. (n.d.). Standard 44 – Course grading policies, including consequences of late submissions, are clearly stated in the Course Information/ Syllabus materials.

OSCQR – SUNY Online Course Quality Review Rubric. (n.d.). Standard 45: Course includes frequent, appropriate, and authentic methods to assess the learners’ mastery of content.

OSCQR – SUNY Online Course Quality Review Rubric. (n.d.). Standard 46: Criteria for the assessment of a graded assignment are clearly articulated (rubrics, exemplary work).

OSCQR – SUNY Online Course Quality Review Rubric. (n.d.). Standard 47: Course provides opportunities for learners to review their performance and assess their learning throughout the course (via pre-tests, self-tests with feedback, reflective assignments, peer assessment, etc.).

Poorvu Center for Teaching and Learning. (n.d.). Formative and Summative Assessments. Yale University.

Quality Matters. (2023). ” Assessment and Measurement ” Specific Review Standards from the QM Higher Education Rubric, Seventh Edition.

Back: COTE Checklists
Checklist: Overview & Objectives
Checklist: Assessment Strategies & Methods
Checklist: Schedule & Pacing
Checklist: Modular Course Organization
Next Keystone
COTE Framework by Ana Marjanovic and Carlos Guevara, Hostos EdTech is licensed under CC BY-NC-ND 4.0
Ethical Use of AI Statement The development of this project has been assisted by the use of advanced AI tools (ChatGPT, Miro, Sider, Copilot, and Perplexity) in the research, data analysis, and content drafting adhering to established academic and professional norms.The tool has been used in adherence to established academic and professional standards. All content has been thoroughly reviewed, and fact-checked by Ana Marjanovic, Carlos Guevara, and Wilfredo Rodriguez, and aligned with current educational theory and national standards. Revisions have been made to ensure accuracy, relevance, and originality, while also mitigating any potential biases of AI algorithms. No identifiable personal data was included in AI inputs. The final product represents a blend of AI’s computational efficiency with careful human oversight and expertise, adhering to the highest quality and integrity of this program.