Activities versus Assessments: Measuring Student Learning
Activities and assessments are both useful to measure learning and provide feedback to students. Activities, low-stakes, build toward larger assessments for students to check their knowledge and receive feedback along the way. Assessments, high-stakes, are culminating demonstrations of student achievement. Together, these opportunities engage students through varied ways of learning and applying their knowledge.
Activities: Tracking Progress
Activities are
- low-stakes
- regularly occurring
- formative
In an online setting, activities provide student interactions with content, peers, and the instructor while practicing course concepts and skills. As students track their progress, instructors can observe student understanding and address questions. Throughout the course, activities can also be instrumental in community-building through well-chosen instructional tools for active engagement between peers.Whether activities are graded or ungraded, early feedback can provide essential guidance before students reach larger assessments. For graded activities, evaluation or scoring criteria can clarify expectations to help support students. Also, timely, individualized feedback supports regular and substantive interaction between instructors and students.
Assessments: Larger Achievement
Assessments are
- high-stakes
- periodic or few
- formative or summative
While activities are formative, assisting student progress, assessments can be either formative or summative, demonstrating cumulative knowledge or skills. Assessments, such as unit projects, major assignments, or midterm or final exams, should include clear criteria for evaluation. Rubrics and grading guides are adaptable to a wide range of instructional needs and can help reinforce transparency and alignment between expectations and larger learning outcomes.
| Category | Activities | Assessments |
|---|---|---|
| Purpose | Formative | Formative or Summative |
| Timing | Throughout the learning process | At the end of an instructional period |
| Stakes | Low-stakes | High-stakes |
| Examples | Weekly quizzes Knowledge checks Forums Topic submission Outline Rough draft peer review Slide creation Scripting Sample critiques Role-playing Case study | Case study Unit project Mid-term exam Final exam Rough draft Final report Presentation |
Pro Tips for Course Alignment
To help demonstrate alignment in your course, connect each assessment to at least one course-level learning objective. For best practices, activities can also be linked to either module- or course-level learning objectives.
Identifying these connections through assignment materials or in a course map can help students see how each component supports the intended learning outcomes and better guide students in tracking their progress throughout the course.
Resources
Introduction to Regular & Substantive Interaction (RSI)
Rubric Best Practices, Examples, and Templates
Writing Learning Objectives: Measurable and Mighty
Additional Support for Engaging Content and Alignment
DELTA is happy to assist you in meeting your instructional needs and offers several opportunities for additional support:
- Request a 1:1 Instructional Consultation with DELTA.
- Attend a DELTA workshop about interactive learning by registering through Reporter.
- Complete WolfSNAPS courses on technology, active learning, and assessments.
- Explore “Instructional Tools” for learning technology that supports learner needs.