QM+ General Standard 3: Assessment and Measurement

Assessments are integral to the learning process and are designed to evaluate learner progress in achieving the stated learning objectives.

QM 3.1 The assessments measure the achievement of the stated learning objectives. (Essential) — It is essential that all aspects of a course arealigned with its learning objectives. This means that assessments, as a critical component of the course, should directly measure whether students have achieved these objectives. Quality Matters emphasizes this alignment to ensure that each element is purposefully designed to support student learning as evidence of how well the course meets its educational goals.
QM 3.2 The course grading policy is stated clearly, available at the beginning of the course, and consistent throughout the course site. (Essential) — A clearly stated grading policy helps students understand what is expected of them right from the start. This minimizes confusion and misunderstandings about how grades are determined, which can reduce anxiety and conflict. It can also guide instructors in designing course content and activities. It ensures that the learning objectives, instructional materials, and assessments are aligned in a way that is coherent and mutually reinforcing. A clearly stated and consistently applied grading policy
QM 3.3 Specific and descriptive criteria are provided for the evaluation of learners’ work, and their connection to the course grading policy is clearly explained. (Essential) — When criteria are specific and descriptive, they set clear expectations. These criteria should be action-oriented and precisely measurable. Students understand exactly what is required of them and how their work will be judged. This transparency helps students to focus their efforts more effectively. It can motivate students by providing them with achievable goals and explicit standards to aspire to. This can enhance engagement and effort across the course.
QM 3.4 The course includes multiple types of assessments that are sequenced and suited to the level of the course. (Very Important) — A variety of assessment types can keep the coursework dynamic and interesting, which helps maintain student engagement throughout the course. Different students have different strengths and learning preferences. Using a variety of assessment types (e.g., essays, projects, exams, presentations) ensures that all students have the opportunity to demonstrate their learning in ways that best suit their individual abilities. Assessments should be sequenced, building on previous built knowledge, and ap
QM 3.5 The types and timing of assessments provide learners with multiple opportunities to track their learning progress with timely feedback. (Very Important) — The strategic use of varied types of assessments and their timing, combined with the provision of timely feedback, creates an environment where learners are continually informed about their progress. This system not only supports immediate and long-term learning goals but also promotes a deeper and more integrated understanding of the course material, enhancing overall educational outcomes.
QM 3.6 The assessments provide guidance to the learner about how to uphold academic integrity. (Important) — This aspect of assessment design not only reinforces ethical standards but also educates learners on the importance of maintaining integrity throughout their academic and professional lives. Assessments should come with clear instructions that specify what is allowed, and what isn’t. Offering workshops or tutorials on academic integrity and how to avoid dishonest behavior can prepare students better for upholding these values in their assessments.