For Faculty

NILOA Assignment Library

Description:
The materials in the Assignment Library underwent a three part review process. NILOA team members review the initial submission, then the assignment is peer-reviewed by faculty in an assignment charrette. Assignment authors revise their assignment informed by the feedback and implement it in a course, gathering feedback from students along the way. Finally, authors resubmit their materials to NILOA, where they pass through a final review prior to posting. Authors are encouraged to submit updated versions of their materials and to continue reporting how the assignment is being used in their classrooms.

Users are invited to search the assignment library for ideas using the identified tags below of disciplines and assignment characteristics, degree level, or Degree Qualification Profile Proficiencies.

Many of the assignments include a description, background and context, and allow users to download both the assignment itself and associated rubrics for use and reference.

Ketterlin-Geller, Leanne R. and Christopher Johnstone. "Accommodations and Universal Design: Supporting Access to Assessments in Higher Education."

Journal of Postsecondary Education and Disability. 19, no. 2 (2006), 163-172.

Abstract:
Because of recent legislative mandates, students with disabilities have unprecedented opportunities to attend institutions of higher education. Access to instruction and assessment is provided through the use of reasonable accommodations. However, such accommodations are legally and procedurally complex. This article addresses the legal and procedural evidence required to receive testing accommodations. In addition, we discuss procedures for supporting student needs by applying the principles of universal design to assessments. By changing assessment practices to include support structures for all students, access to higher education can be promoted.

• "Alternative Assessment Strategies," Center for Educational Innovation, University of Minnesota.

  There are many ways to assess students' mastery of material besides multiple choice examinations. What follows are some examples of alternative assessments that you might consider.

• "Best Practices in Alternative Assessments," Learning & Teaching Office, Ryerson University.

  In this issue of Best Practices we will review ways that alternative assessments, also known as authentic
  assessments, can be used to improve student learning.

• Chick, Nancy. Beyond the Essay: Making Student Thinking Visible in the Humanities

  Vanderbilt University Center for Teaching. Retrieved 31 March 2021 from https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/. 2013.
  
  Description:
  [M]aking faculty and student knowledge visible, externalizing representations of personal understanding, and having students create, produce, or perform their own interpretations or conclusions—shift students away from the role of passive recipients or consumers to creators, producers, or performers of knowledge, understanding, interpretations, and conclusions. The next two pages offer examples of humanities-based activities and assignments designed to fulfill these goals.

• Classroom Assessment Techniques.

  Vanderbilt University Center for Teaching. Retrieved 31 March 2021 from https://cft.vanderbilt.edu/guides-sub-pages/cats/
  
  Abstract:
  Classroom Assessment Techniques (CATs) are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening.

• Schlagwein, Daniel. "Students as Reviewers and Lecturers as Editors: The Peer Review with Scaffolded Assignments Model."

  Thirty-Sixth International Conference on Information Systems, Fort Worth (2015).
  
  Abstract:
  Well-designed peer review and assessment tasks have been shown in several studies to increase students' engagement in courses and to help their ability to critique and evaluate work. These positive effects are primarily achieved through a "change of hats”, from writer to reviewer. Peer assessment by three to five students has been shown to be as valid as marking by teaching staff (e.g., lecturers or tutors). In this paper, I share an information technology (IT)-enabled peer review model with scaffolded assignments. The model is based on the idea of scaffolding peer-assessed assignments. That is, reading other students’ assignments becomes relevant for the reviewing student’s next assignment to make undertaking the review more interesting and relevant. In addition, the model considers several peer review quality assurance measures, including detailed marking rubrics, marks for review quality and meta-review by teaching staff.