Assessment & Integrity

Assessment Design

for Integrity

A tool to help educators create effective, ethical, and technologically supported assessments that align with learning outcomes.

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Centre for Innovation and Excellence in Learning (CIEL) Vancouver Island University .

Introduction

Key Questions

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This assessment design decision tool begins by helping you clarify the purpose of your assessment with learning outcomes. Next, the tool guides you in creating assessments that support students in making responsible decisions about academic integrity. Lastly, the tool assists you in choosing and integrating educational technology supported by the SECTIONS model.

Are your learning outcomes effective?

Why are you assessing?

Does the assessment design help students maintain academic integrity?

How can your technology choices support assessment and integrity?

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Learning Outcomes

Are your learning outcomes effective?

Why are you assessing?

Does the assessment design help students maintain academic integrity?

How can your technology choices support assessment and integrity?

Key Questions

Outcomes are broad statements about intended student learning after the course has been completed in terms of the desired end product: what students should know and be able to demonstrate, as well as the depth of the learning that is expected. .

Create

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Evaluate

Analyze

Remember

Apply

Higher order thinking skills of Bloom's Taxonomy .

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Learning Outcomes

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Are your learning outcomes effective?

Why are you assessing?

Does the assessment design help students maintain academic integrity?

How can your technology choices support assessment and integrity?

Key Questions

Consider what you want students to learn and how they will demonstrate their learning.

There are three parts to a well constructed learning outcome.

Performance

Condition

Criteria

One observable and measurable verb.

Content; the knowledge, concept or skill.

End with context and qualify acceptable performance.

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Are your learning outcomes effective?

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Are your learning outcomes effective?

Why are you assessing?

Does the assessment design help students maintain academic integrity?

How can your technology choices support assessment and integrity?

Key Questions

Are the outcomes reflective of the discipline? Do the outcomes reflect the required knowledge, skills, or attitudes? Do the outcomes describe what students will do instead of what the instructor will teach? Do your learning outcome account for generative Artificial Intelligence (AI) capabilities to emphasize distinctive human skills? How are the learning outcomes observable and measurable?

If all answers are 'yes,' proceed to Question 2

Go to QUESTION 2

rEVISIT OUTCOMES

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Writing Effective Outcomes

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Are your learning outcomes effective?

Why are you assessing?

Does the assessment design help students maintain academic integrity?

How can your technology choices support assessment and integrity?

Key Questions

Revisit your learning outcomes to clearly articulate them, aligning assessments and supporting student learning by specifying what is expected of them. Below are a few linked resources to help you.

Writing Effective Learning Outcomes Bloom's Taxonomy Revised in the age of AIWhat Bloom’s Taxonomy Can Teach Us About AI

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I've revised the learning outcomes and I am ready to proceed.

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Why are you assessing?

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Are your learning outcomes effective?

Why are you assessing?

Does the assessment design help students maintain academic integrity?

How can your technology choices support assessment and integrity?

Key Questions

I aim to promote student growth, monitor progress, provide practice opportunities, and adjust my teaching strategies accordingly. I also assess to identify potential academic integrity and address issues early to foster a culture of integrity and responsibility.

I am evaluating students to certify their competency, assign grades, and provide evidence of achievements that various stakeholders can use for future opportunities such as further study, scholarships, awards, and employment.

Summative Assessment

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Formative Assessment

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Formative Assessment

Are your learning outcomes effective?

Why are you assessing?

Does the assessment design help students maintain academic integrity?

How can your technology choices support assessment and integrity?

Key Questions

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A formative assessment is used to provide ongoing feedback and guidance to your students as they are learning a concept. A mix of formative and summative assessments that balances the learning process and outcomes. Students receive step-by-step guidance and low-stakes feedback to improve their final submission.

Ask students to submit drafts and revisions at each stage of an assignment or project, respond to peer or instructor feedback, explain how they used the feedback, why they acted on or ignored it, and reflect on its impact on the next stage of their work.

Summative Assessment

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Summative Assessment

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Are your learning outcomes effective?

Why are you assessing?

Does the assessment design help students maintain academic integrity?

How can your technology choices support assessment and integrity?

Key Questions

A summative assessment is used at the end of a unit or course to evaluate whether students achieved the desired objectives. These are usually graded. Use both formative and summative assessments to balance learning throughout the course. Would students benefit from more formative assessment in your course?

Assessment basics:

• Match assessments with the learning outcomes.
• Ensure assessments are accessible and inclusive for all students.
• Clearly explain course policies, including the reasons behind them and any important terms (e.g., GenAI use policy).

Formative Assessment

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Continue to assessment design

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Assessment Design

Are your learning outcomes effective?

Why are you assessing?

Does the assessment design help students maintain academic integrity?

How can your technology choices support assessment and integrity?

Key Questions

Choose assessment approaches or principles that you would like to explore to encourage students to make ethical choices.

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Authentic assessment real-world practical tasks

Alternative assessment non-traditional methods

Design for All (UDL) gives all students equal opportunity to succeed

Create Community in your learning spaces

Transparency (TILT) framework that promotes students' success

GenAI literacy enhance digital literacy and critical thinking

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for additional resources

Additional Resources

Are your learning outcomes effective?

Why are you assessing?

Does the assessment design help students maintain academic integrity?

How can your technology choices support assessment and integrity?

Key Questions

A Guide to Alternative Assessments (35 ideas of alternative assessments) Assessment Ideas for an AI-Enabled World (~40 cards of assessments that use GenAI) 101 Creative Ideas to Use AI in Education Assigning AI: Seven Ways of Using AI in Class

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Does the assessment design help students maintain academic integrity?

Are your learning outcomes effective?

Why are you assessing?

Does the assessment design help students maintain academic integrity?

How can your technology choices support assessment and integrity?

Key Questions

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Plagiarism or 'cheating' often stems from confusion around expectations and a lack of understanding of what constitutes academic misconduct. To help students uphold academic integrity, it's crucial to encourage a culture where every student feels they belong. This involves selecting relevant and meaningful assessments, being transparent about criteria, planning for adequate time, and offering clear, unambiguous feedback.

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AllemmaCon

Academic Integrity

Do you share your expectations regarding the use of GenAI in your course? Do you emphasize the importance of not using GenAI in areas outside one's expertise and stress the responsibility for AI-generated content? Have you included VIU’s academic integrity policies and guidelines in your course materials and discussed them early in the course schedule? As an instructor, do you make it explicit that the course resources provided adhere to copyright laws and demonstrate proper citation, helping students respect copyright and avoid plagiarism?

Are your learning outcomes effective?

Why are you assessing?

Does the assessment design help students maintain academic integrity?

How can your technology choices support assessment and integrity?

Key Questions

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If all answers are 'yes,' proceed to Question 4

Go to QUESTION 4

see resources

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Academic Integrity Resources

Are your learning outcomes effective?

Why are you assessing?

Does the assessment design help students maintain academic integrity?

How can your technology choices support assessment and integrity?

Key Questions

Policy 19.01 Academic Integrity Generative AI and Assessment, The CIEL BLog Access and Privacy at VIU Citing Your Sources, VIU Library Academic Integiry and Generative Artificial Intelligence, VIU's positional statement Freedom of Information and Protection of Privacy Act (FIPPA)

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How can your technology choices support assessment and integrity?

Are your learning outcomes effective?

Why are you assessing?

Does the assessment design help students maintain academic integrity?

How can your technology choices support assessment and integrity?

Key Questions

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The SECTIONS model is a framework that can help you evaluate learning technology. The model asks questions to help you achieve a balanced approach that considers both the educational benefits and the ethical implications of technology use in academic environments.

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sections model

SECTIONS

(click the image to view details)

VIU's software has been vetted for privacy management as mandated by B.C.’s Freedom of Information and Protection of Privacy Act (FIPPA). FIPPA ensures the protection of personal information for VIU students and employees.

Are your learning outcomes effective?

Why are you assessing?

Does the assessment design help students maintain academic integrity?

How can your technology choices support assessment and integrity?

Key Questions

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Learning Technology Information Technology

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Sheila Jagannathan, World Bank, 2020

Conclusion

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By aligning assessments with clear outcomes, using a mix of formative and summative methods with transparent criteria, and selecting the right technology, you can promote academic integrity. Have questions or want to book a consultation with one of our pedagogy or technology specialists? Reach out to us today.

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Helpful links

Helpful Links

Learning Technology Support

Contact CIEL

CIELEvents Calendar

CIELConsultations

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Bibliography

Designing Assessment with A.I. in Mind What Bloom’s Taxonomy Can Teach Us About AI Artificial Intelligence Tools: Advancing meaningful learning in the age of AI Human and artificial cognition Using SECTIONS to Select Digital Tools Assessing Technology Why Students Cheat and How Understanding This Can Help Reduce the Frequency of Academic Misconduct in Higher Education: A Literature Review.

Creative Commons

Except where otherwise noted, this item's license is described as Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0). This genially presentation was adapted from The Assignment Dilemma: Using GenAI Productively by Abbey Colucci, Kari Weaver, and Stefaniada Voichita of the University of Waterloo Library and Amanda McKenzie and Julie Piatek of the Office of Academic Integrity (2024), for noncommercial use.

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SECTIONS

Students – What do you know about the kinds of students you are trying to reach, such as demographics, access to technology, and learning styles?Ease of Use – How easy and reliable is the medium or technology for the instructor and learner to use? Cost – How much does this technology cost to design, deliver, and maintain the course? Teaching Functions – What are the educational affordances of the medium, that is, how is it good and not so good for teaching? Interaction – To what extent does the medium provide interactivity between the learning and learning materials, between learner and expert, and between learners? Organizational Issues – Does the institution support the technology? Networking – Does the medium provide opportunities to network outside the course with subject experts and others in the community? Security and Privacy – Is this a safe technology for the instructor and student to use?