How do you adapt your assessment and feedback approaches to different disciplines and contexts?

1 Align assessment and feedback with learning outcomes

One of the key principles of good assessment and feedback practice is alignment. This means that your assessment and feedback methods should match the intended learning outcomes of your course or program, and reflect the skills and knowledge that you want your participants to demonstrate. For example, if your learning outcome is to develop critical thinking skills, you might use a case study or a problem-based learning task as an assessment method, and provide feedback that focuses on the quality of the analysis and argumentation. If your learning outcome is to foster collaboration skills, you might use a group project or a peer feedback activity as an assessment method, and provide feedback that addresses the group dynamics and the individual contributions.

2 Choose appropriate assessment and feedback types

Another principle of good assessment and feedback practice is variety. This means that you should use different types of assessment and feedback methods that suit the nature and level of your course or program, and the preferences and needs of your participants. For example, if your course or program is introductory or foundational, you might use formative assessment and feedback methods, such as quizzes, self-assessments, or rubrics, to help your participants monitor their progress and identify their strengths and weaknesses. If your course or program is advanced or specialized, you might use summative assessment and feedback methods, such as portfolios, presentations, or reports, to evaluate your participants' achievement and performance.

3 Consider the context and culture of your discipline

Another principle of good assessment and feedback practice is relevance. This means that you should consider the context and culture of your discipline, and how they influence the expectations and standards of assessment and feedback. For example, if your discipline is quantitative or empirical, you might use objective or criterion-referenced assessment and feedback methods, such as tests, exams, or checklists, to measure your participants' accuracy and consistency. If your discipline is qualitative or interpretive, you might use subjective or norm-referenced assessment and feedback methods, such as essays, reflections, or peer reviews, to assess your participants' creativity and diversity.

4 Incorporate authentic assessment and feedback practices

Another principle of good assessment and feedback practice is authenticity. This means that you should incorporate assessment and feedback methods that are relevant and meaningful to your participants' professional development and practice. For example, if your course or program is aimed at preparing your participants for a specific role or career, you might use authentic assessment and feedback methods, such as simulations, scenarios, or role plays, to simulate the real-world situations and challenges that they will face. If your course or program is aimed at enhancing your participants' professional identity and values, you might use authentic assessment and feedback methods, such as portfolios, narratives, or mentoring, to showcase their achievements and aspirations.

5 Engage your participants in assessment and feedback processes

Another principle of good assessment and feedback practice is engagement. This means that you should engage your participants in the assessment and feedback processes, and encourage them to take an active and responsible role in their own learning and development. For example, if your course or program is designed to promote self-regulation and autonomy, you might engage your participants in self-assessment and self-feedback methods, such as learning journals, goal setting, or action plans, to help them reflect on their learning and plan their next steps. If your course or program is designed to foster social interaction and community, you might engage your participants in peer assessment and peer feedback methods, such as peer review, peer coaching, or peer feedback circles, to help them learn from each other and support each other.

6 Evaluate and improve your assessment and feedback practices

The final principle of good assessment and feedback practice is evaluation. This means that you should evaluate and improve your assessment and feedback practices, and seek feedback from your participants and colleagues on how to enhance your effectiveness and impact. For example, if your course or program is part of a larger curriculum or initiative, you might evaluate your assessment and feedback practices using a program evaluation framework, such as Kirkpatrick's four levels of evaluation, to measure the outcomes and benefits of your intervention. If your course or program is an individual or collaborative project, you might evaluate your assessment and feedback practices using a reflective practice framework, such as Schon's reflection-in-action and reflection-on-action, to identify the strengths and weaknesses of your approach.

7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?