Search
DePaul Shortcuts
- Desire2Learn
- Digication
- FITS
- Libraries
- Steans Center
- TLA
- UCWbL
- Student Records
- Academic Calendar
- Campus Connection
DePaul Teaching & Learning Blogs
High-Stakes Assessment
High-stakes assessment of student learning often involves the evaluation of a student's final "product," whether it is a term paper, final exam, or collaborative project. Students will be better prepared for high-stakes assessment by providing them with frequent and timely low-stakes assignments.
SOme Characteristics of high-stakes assessment
- Encourages synthesis across an entire course or discipline
- Requires creation of discipline-specific products (reasearch papers, presentations)
- Is often summative, requiring demonstration of the degree to which students have learned key course concepts and skills
- Usually represents a larger percentage of the course grade
Examples of High-Stakes Assignments
Beginning with sample course learning goals, the following chart can help you identify an effective high-stakes classroom assessment or appropriate types of questions.
| If you want to assess students’… | then assign or give |
| Ability to define key course terminology and/or recall factual information |
|
| Synthesis of key course concepts |
|
| Application of discrete research, technical, performance, or meta-cognitive skills |
|
| Ability to transfer knowledge or skills and apply them to new situations |
|
| Creation of new knowledge |
|
Follow @DPUTC