Evidence-Based Course Development (EBCD) Guidelines - Assessments (original) (raw)

The following feedback form is intended to aid in the assessment and improvement of courses in relation to current evidence-based educational literature. Overall, the general assertion is that the higher a course scores in each of the guidelines, the greater the likelihood of improved student learning and development. As a result, one of the tendencies is to expect that the highest level be attained for each and every guideline. However, this may not always be appropriate. For example, different disciplines and content/skill areas may be more strongly aligned with some guidelines than others. In addition, the investment of time and energy needed to modify a course so that it moves to a higher level of development (e.g., from Level 2 to Level 3) for a specific guideline may not always be warranted, especially if the majority of students in that course are already performing at proficient levels. In other words, the goal of these guidelines is not necessarily to achieve the maximum level of development for every guideline but rather to use them to help one to better discern which modifications will most likely result in the most improvement in student learning and development. These feedback forms may be used for self-or peer-assessment purposes. In the pages that follow, one may find: 1) the Feedback Table where a course's current level may be noted, 2) guidance on what to look for on each guideline and their associated levels, and 3) beginning citations to support each guideline. These forms are intended to be a working document and each section should support one in their application of these forms. Overview 1) *The course utilizes varied assessments (e.g., formative and summative, formal and informal) to establish learners' levels of proficiencies in relation to the stated course objectives as well as to guide the course's development 2) *Feedback to learners is: a) positive, b) related to specific objectives and criteria, c) provides suggestions for how learners can continue to progress, and d) are conducted in a " timely " manner, providing learners with feedback that can be implemented in subsequent activities 3) Assessments are utilized in accordance with evidence-based recommendations and, whenever possible, their reliability and validity is established 4) When appropriate, self-and peer-assessments and reflections are utilized that are intended to lead to revisions and improvement *-Guideline is considered to be a " Core Guideline " based on the number of evidence-based resources that highlight this guideline as being important.