The Use of Course Embedded Signature Assignments and Rubrics in Programmatic Assessment

Headnote

ABSTRACT

Accreditation is a voluntary process of self-regulation and non-governmental peer review that is part of a larger, ongoing continuing improvement process. Its focus is to create an atmosphere that fosters a "culture of evidence" aimed at understanding and elevating student learning (Garfolo, Phelps, Kelpsh, 2014). At the heart of accreditation is assessment: the systematic collection and analysis of programmatic data from student assignments that provides evidence of student learning outcomes (SLOs) and ultimately, the effectiveness of the institution in achieving its mission.

Successful assessment of student learning revolves around data collection, specifically the gathering of necessary student work/information. An evidence-based, consistent approach that authentically measures each student learning outcome is vital to our ability to implement curriculum improvements. One such way of providing this consistency is in the use of Course Embedded Signature (or Key) Assignments. The key to the success of course embedded signature assignments, however, lies in the validity of the measure used for assessing student work. A tool that can be used to ensure proper assignment design and alignment to student learning is the analytic rubric. A rubric provides the ability to specify critical components of an assignment, the criteria for mastery of each task, and provides faculty a consistent and uniform process for assessing student learning.

In this paper, the authors identify successful best practices for the creation of signature assignments with corresponding rubrics that have been proven to ensure quality instruction at one of the largest online universities in the United States.

Keywords: Signature assignments, course embedded assessment, rubrics

Introduction

Accreditation is a voluntary process of self-regulation and non-governmental peer review that is part of a larger, ongoing continuing improvement process. Its focus is to create an atmosphere that fosters a "culture of evidence" aimed at understanding and elevating student learning (Garfolo, Phelps, Kelpsh, 2014). At the heart of accreditation is assessment: the systematic collection and analysis of programmatic data from student assignments that provides evidence of student learning outcomes (SLOs) and ultimately, the effectiveness of the institution in achieving its mission.

Assessment is done to bring about improvement at all levels from course to program to the institution. This is accomplished by establishing clear and measureable outcomes of student learning. We do this for the purpose of...