Intro
Indicators
Canvas Tools
Examples
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Resources

Introduction

The purpose of this standard is to encourage you to reflect on how you explain the purpose of, and expectations for, each assessment in your course. As the instructor and course designer, you will have a deep understanding of how your assessments function to move students toward achieving the stated learning goals of the course. Unfortunately, students don’t always share this understanding and often struggle to grasp why they’re being asked to perform certain tasks and how to be successful completing them. Explaining your thinking to students makes it transparent and encourages them to become connected learners. You can help students decode how and why you're asking them to learn in a certain way by being transparent in the design of your assessments. Transparent assessment design helps create equity in your course by taking the guesswork out of assignment completion and removing barriers to success. To ensure your assessments are transparent to students, be sure to clearly state the purpose of each assessment, clearly define the tasks to be completed, and clearly explain the criteria for measuring success.

Why it Matters to Students ...

It’s just past the middle of the quarter and J is really struggling to stay motivated. The online engineering assignments feel like busy work and J wonders how the information might ever be useful in real life. (3.2.a) Most of the assignment directions have been confusing and it’s never very clear what J is supposed to do or how J is supposed to do it, so J spends A LOT of extra time trying to interpret the directions and unfortunately, doesn’t always guess right. (3.2.b) J barely passed the midterm assignment because the formatting was wrong and an important section was missing. It would have been a lot easier to complete the assignment if J had been able to see an example of the project first. (3.2.e) Knowing how the project would be graded would have helped too. (3.2.d) J feels like most of the assignments are a huge waste of time and is getting worried about completing the class. J really wants to be a mechanical engineer but that may not happen if J fails this class.

Consider This ...

What can you do to clarify the purpose, task, and criteria for success for the assessments in your course?
How do you ensure students have the confidence they need to successfully complete the assessments in your course?
How will the skills or knowledge you are assessing be important to students next week, at the end of the term, a year from now, after they graduate, and five years from now?

Indicators Explained

The Indicators for Standard 3.2 are organized by Essentials and Next Steps. Click the menu bars below to expand and read about the Indicators in each section.

Essentials

Applying all Essential Indicators demonstrates that your course design includes the basic foundational elements that must be present for students to succeed in an online course.

3.2.a - Assessments include a clear statement of purpose.

To keep students motivated and working toward success, encourage them to make connections between your assessments, course outcomes, module objectives, real-world applications, and employer-valued skills. You can do so by explaining why you chose each type of assessment and how completing an assessment of that nature is a benefit to students now, beyond the course, and beyond graduation. Having a clearly stated purpose creates transparency for students and helps them understand why they are being asked to learn in a certain way. You can help students stay motivated, focused on learning, and on task by providing a clear purpose statement for each assessment in your course. A well-crafted purpose statement will clearly answer the question of “why this assignment” and might include information about the skills/knowledge students will gain from completing the assessment, how the assessment connects to course topics, course outcomes, and module objectives, and the relevance and usefulness of the gained knowledge or skill beyond the classroom.

3.2.b - Assessments include clearly stated directions.

Think of a time when you tried to assemble something complicated or perform a complex task without having good step-by-step directions. Maybe it was assembling a piece of furniture, building a bike, or trying out a new recipe. How did you feel … overwhelmed, frustrated, like giving up? Feelings of stress and anxiety are common for students as they try to make sense of and complete class activities, homework assignments, class projects, and exams. One way you can help your students stay motivated, focused on their learning, and on task is by giving clear directions for each assessment in your course. Your assessment directions should clearly answer the question of “how do I complete this task” for students and might include the steps students should take to get started and continue working through the task, tips for success in staying focused and using their time wisely, tips to avoid wasting time and for identifying and avoiding common mistakes, reminders about relevant resources, technology help sheets, and important submission details. You might be asking “what if part of the assessment process is for students to struggle through and come up with their own solution?” For example, solving an engineering or coding problem. If this is the case, be sure to modify the purpose statement for the assessment so that it reflects how the struggle will help students understand the skill or concept more deeply. Making the struggle transparent to students will help them see that it’s an expected part of the learning process.

3.2.c - Graded assessments include clear and consistently stated due dates. from 3.2.c and 1.1.d

There is nothing more frustrating for students than encountering inconsistent due dates scattered throughout a course. Not knowing for sure when something is due creates anxiety for students, may cause them to lose focus on completing tasks, and may require you to spend extra time fielding student questions. Good places to look for inconsistent due dates in your course are course announcements or other communications copied in from previous terms, your assessment directions and any linked assessment documents, the body of your syllabus, your course calendar, and the introductory pages in your modules - basically anywhere you might have indicated when something is due. Reviewing your course for inconsistent dates should also include comparing general course schedule statements such as “quizzes are due on Wednesdays” with the due date you’ve set to ensure each item actually falls on the designated day. Using the built-in due date functions in your learning management system (LMS) will significantly decrease course editing each quarter, will save you time answering questions during the quarter, and is the single most efficient way to eliminate inconsistent dates in your course. In Canvas, adding a due date to a graded assessment such as an assignment, discussion, or quiz will also add and update the date on your Course Calendar and the list of graded items at the bottom of your Syllabus page.

Moved from 1.1.d?

Most students have very busy lives requiring them to maintain a delicate and often stressful balance between school, work, family, and other commitments. Nothing says you care and keeps your students more organized than having consistent due dates listed throughout your course. Regardless of where a student looks in your course, due dates should be the same. For example, due dates listed in the syllabus or on the course calendar should match the due dates listed on each individual assignment. Expressing course due dates as actual calendar dates is more useful to students than expressing them in terms of the learning unit. For added clarity, also be sure to include the time of day when the assignment or quiz must be submitted. For example, a clear due date for a draft paper might be “Friday, February 21st, 2020, by 5:00 pm PST”, but not “by the end of the day Friday of Unit 5”.

3.2.d - Graded assessments include a rubric or other scoring criteria that is shared with students prior to submission.

Providing students with criteria for success allows them to better understand assessment expectations upfront and what a successfully completed assessment might look like. If you’re not able to provide criteria for success on every assessment in your course, a great place to start is with the highest-stakes assessments that have the greatest impact on a student's grade. The criteria for success you provide should answer the questions of “what does success look like” and “how will students know if they’ve been successful.”

Criteria for success can come in many forms, including rubrics, checklists, self-assessments, examples of finished student work, and/or opportunities to practice applying the criteria before completing the assessment. Providing students with a grading rubric that contains evaluation and scoring details upfront is an excellent first step in communicating criteria for success to your students. The most effective rubrics contain clear and measurable criteria with detailed descriptions and will help your students understand what is expected of them. Thinking through what constitutes success will also help you write better rubrics and anticipate common problem areas. As an added bonus, using a rubric will also help you be more objective and more efficient in your grading.

From 3.4.a - Rubrics or other descriptive scoring criteria are used for grading.

Students will appreciate your use of grading rubrics or other descriptive scoring criteria that clearly define the key elements of success for the assessments in your course. Rubric scores can provide students with valuable post-assessment feedback they can use to improve their performance on subsequent submissions. Grading with a rubric increases your objectivity making the assessment process more equitable and can also significantly increase your grading efficiency, leaving you time for adding more personalized student feedback. Rubrics and other scoring criteria can also help make the assessment process more transparent for students, giving them a clearer and more complete picture of success and goals to strive for. For clarity and ease of scoring, be sure to break down combined components into individual criteria with clear descriptors of performance and level of skills attainment. To avoid ambiguity, be sure to use phrasing that defines what terms like “well-written” or”clearly defined” mean in context of the assessment.

3.2.e - Directions for graded assessments include one or more examples of finished student work or examples worked by the instructor.

Another way to help students decode assessments and answer the questions of “what does success look like” and “how will I know if I’ve been successful” is to provide them with the opportunity to view at least one example of a successfully completed assessment prior to submitting their own work. In addition to clearly written directions and other criteria for success you may choose to include, such as a rubric, checklist, or self-assessment, viewing examples of finished student work or a worked example from the instructor gives students one more way to make sense of and understand your expectations. Exposing your students to real-world examples from your discipline is also beneficial. Annotating the examples you choose to share and explaining how the work was, or would be scored, adds yet another layer of understanding for students. If you’re not able to provide examples for every assessment in your course, an excellent place to start is with the highest-stakes assessments that have the greatest impact on a student's grade. Some ideas for sharing examples with students include synchronous class sessions where you can explain the work and answer questions or allow students to practice using the rubric to score an assessment, using an online discussion forum to discuss examples, making short videos that include explanations of how each example was scored, adding examples and explanations to the assessment directions, adding a module dedicated to annotated assignment examples to your course, or linking students directly to files containing annotated examples. If you are planning to use example work produced by former students or current students, always be sure to get their permission before using it.

3.2.f - Course includes an opportunity for students to reflect on and make meaningful connections between assessments and their educational, life, or career goals.

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Next Steps

Applying all Essential Indicators for this Standard combined with one or more of the following Next Steps Indicators demonstrates that your course design includes the basic foundational elements necessary for students to succeed in an online course plus additional elements that are intentionally designed to increase student success in your online course.

3.2.g - Course includes an opportunity for students to contribute to or co-create assessment scoring criteria.

XXX

3.2.h - Directions for graded assessments include examples of multiple levels of finished student work.

Now that you’ve added at least one example of annotated student work or annotated real-world examples to each high-stakes assessment in your course, think about how you might expand the variety of those examples to broaden and deepen your students’ understanding of “what success looks like” and “how they’ll know if they’ve been successful.” Using multiple, annotated examples shows students that there is more than one way to achieve success which can increase individual creativity and reduce the temptation to copy. Including a wide range of examples that illustrate varying levels, or degrees, of success will give students a fuller picture. Learning from the mistakes of others and knowing what not to do is often as important as knowing what to do, so don’t be afraid to include examples that were less than successful in execution, but do be sure to explain how and why they fall short. You might also consider posting examples from a current class after they have been graded and returned which allows students an opportunity to reflect on the quality of their own work and to learn from the work submitted by their peers. If you are planning to use example work produced by former or current students, always be sure to get their permission before using it.

COMBINE with 3.2.h 3.2.h - Directions for most assessments include examples of multiple levels of finished student work.

Every example of annotated student work or annotated real-world work you add to your course helps make the hidden and implicit rules of assessment more visible and explicit to your students. Meaning, the more examples you add, the more opportunities for success you will be creating for students. The examples you choose to include will broaden and deepen your students’ understanding of “what success looks like” and “how they’ll know if they’ve been successful.” Once you’ve added examples to your high-stakes assessments, it’s time to start adding them to the remaining assessments in your course. This might seem like an overwhelming task, but if you break it down into smaller goals, like adding examples to just a few assignments each term, in no time, you will have added them to all of your assessments. To show students there is more than one way to achieve success and to give students a fuller picture of what success looks like, be sure to include a variety of high-quality examples and examples that represent a range of skill levels. Remember to get permission before using work produced by your former or current students.

3.2.i - Course includes an invitation for students to offer feedback on assessment design.

Each quarter you share valuable feedback with your students to help them learn and grow, but students aren’t the only ones who need encouraging words and practical advice for improving their skills. You also need feedback to learn and grow in your professional practice, and you can learn a lot from inviting students into the course design process and asking for their perspectives on various aspects of your course. Receiving student feedback can help you identify what's working well in your course and areas that might need some refining. Student feedback can also give you insight into the student experience in your course and can also be used to inform decisions on everything from textbook selection to the types of technology used in your course. Asking what your students think and taking action on their advice also helps you create a sense of partnership and community in your classroom by demonstrating to students that their opinion matters. Students who experience increased feelings of belonging and value are more likely to actively engage and be successful in your course.

Student feedback on the design of assessments in your course can help you design more effective assessments For example, if your students suggest an improvement, you can incorporate it into the assessment to create an assessment that better reflects your students’ identities, backgrounds, interests, experiences, and goals. Depending on how and when you plan to use it, student feedback on the design of assessments in your course can be collected in a variety of ways throughout the quarter or just at the end of your course. To get started, consider doing a mid-term check-in about the assessments to date. Or, consider adding a short end-of-unit survey to each module or to the related assessment asking for student input. You could also consider adding a question about assessment design to your end-of-quarter survey. However you decide to collect feedback from your students, it’s important to be transparent in how the feedback you collect will be used, so be sure to share why you are asking for student feedback and exactly how you plan to use it. Consider sharing an example of how you’ve used feedback from previous students to improve the learning experience for your current students and/or summarizing the feedback you receive from students and sharing it back with the class. Also, assure students that providing feedback is optional, anonymous, and will not impact their grades in any way.

Feedback is an important tool for your professional growth, and can help you become the best educator and course designer you can be. The feedback you receive from your students can also help you improve your course and help you make intentional decisions that promote inclusivity, representation, and equity in your classroom.

Canvas Tools

These Canvas tools can help you meet this standard and make your work easier:

Discussions: Use a discussion to provide students with a dedicated space to ask questions about assessments. For example, to discuss or clarify the purpose, task, and criteria for success on each assessment.
Pages or Collaborations: Use the Edit Page Settings to allow students to collaboratively author any Page in a course or create a Collaboration to allow students to collaboratively author content. For example, to co-create rubrics and assignment scoring criteria.
Assignments or Quizzes: Use the directions area on an assignment or quiz to communicate important information. For example, to discuss or clarify the purpose, task, and criteria for success on each assessment.
Rubrics: Use Rubrics to communicate grading criteria to students. For example, by attaching a rubric with scoring criteria to any graded Discussion, Assignment, or Quiz.
Modules + Pages: Use a Page in a Module to house examples of assessments. For example, a module dedicated to displaying student work.
Calendar: Canvas updates Assignments and the Syllabus when graded items are added or due dates are updated on the Calendar. Calendar items are also color coded by course so students can filter which course calendar(s) they want to see simply by clicking a button.
Assignment Due Dates: Due dates added to any graded Assignment, Quiz or Discussion adds it to the course Calendar and the Syllabus.
Syllabus: All dated calendar activities/events and assignments for the course will be listed in due date order on the automatically generated Syllabus Table at the bottom of your Syllabus page. Dated calendar events and assignments will also be highlighted on the monthly Syllabus Calendar located in the sidebar of the syllabus page.

Examples of Standard 3.2

Want to see how other instructors have applied this Standard in their course? Check out these examples!

Example 1

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Example 2

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Example 3

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Example 4

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Example 5

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Ways to Apply Standard 3.2

Need some ideas for how to apply this standard to your course? Try one of these!

3.2.a - Including a statement of purpose

(3.2.a) Add a clear purpose statement to each assessment in your course explaining how and why the assessment is important.
(3.2.a) Schedule/plan synchronous sessions to discuss the learning goals of each assessment.
(3.2.a) Join the TILT Higher Ed project, TILT two assignments in your course and collect feedback from your students.

3.2.b - Including directions for task

(3.2.b) Select an assessment and think about the most common mistakes students make when completing it. Next, read the assessment directions and identify places where you can simplify, expand, reword, or rephrase to clarify meaning. Make revisions as needed. Repeat with the next assessment in your course.
(3.2.b) Select an assessment. Have students read the assessment directions and identify places where you can simplify, expand, reword, or rephrase to clarify meaning. Make revisions as needed. Repeat with the next assessment in your course.
(3.2.b) Add an assignment checklist to each assessment in your course that includes steps students should follow to successfully complete the work.
(3.2.b) Ask a colleague outside of your discipline or the instructional designer on your campus to read and give feedback on the assessment directions in your course. Make adjustments as necessary.
(3.2.b) Join the TILT Higher Ed project, TILT two assignments in your course and collect feedback from your students.

3.2.c - Consistently stating dues dates

(3.4.c) Add due dates to your assessments using the built-in assignment due date feature in Canvas.
(3.4.c) Review your course looking for spots where you may forget to change dates for upcoming quarters. Delete or revise dates as needed.
(3.4.c) Add due dates to your Assignments, Quizzes, and Discussions then quickly reorganize them as needed using the drag & drop feature on the Calendar. If you add due dates in Canvas and eliminate the use of dates within the body of the assignment directions, you can rely on Canvas to help keep the dates consistent and you won't have to edit them each quarter.
(3.4.c) Double-check all of the due dates in your course and make sure they match everywhere that students can access them. Do your dates match as indicated on each assignment, as posted in course announcements, and anywhere else you may have added them?

3.2.d - Sharing rubrics or scoring criteria before submission

(3.2.d) Add a Canvas rubric to each high-stakes assessment in your course.
(3.2.d) Link a rubric document or other scoring criteria to each high-stakes assessment in your course.
(3.2.d) Build an opportunity into your course for students to practice applying the assessment rubric to their own work prior to submission.
(3.2.d) Build an opportunity into your course for students to practice applying the assessment rubric to their classmates’ work prior to submission.
(3.2.d) Review the existing rubrics in your course to ensure that you have given a complete picture of success and the goals students should strive for, that you have broken down combined components into individual criteria with clear descriptors of performance and level of skills attainment, and that you have explained what terms like “well-written” or”clearly defined” mean in context of the assessment. Make adjustments accordingly.
(3.2.d) Exchange one or more rubrics with a colleague in your discipline. Read through the rubric(s) from a student’s perspective to identify what might be missing, how students might feel after they read it, and what might be unclear. Adjust your rubric(s) accordingly.
(3.2.d) Join the TILT Higher Ed project, TILT two assignments in your course and collect feedback from your students.

3.2.e - Sharing one or more examples of finished work

(3.2.e) Link to or embed at least one worked/annotated example or example of finished student work in the directions for each high-stakes assessment in your course.
(3.2.e) Schedule/plan synchronous sessions to discuss varying levels of annotated student work and how it is scored.
(3.2.e) Record short videos discussing examples of varying levels of annotated student work and how it is scored.
(3.2.e) Join the TILT Higher Ed project, TILT two assignments in your course, and collect feedback from your students.

3.2.f - Reflecting on and connecting with educational, life, and career goals

(3.2.f) Build an opportunity into your course for students to practice applying the assessment rubric to real work from the discipline.
(3.2.f) Ask students to write a journal entry reflecting on how the knowledge and skills included in the assessment relate to their personal, educational, and career goals.
(3.2.f) Facilitate a class discussion before or after an assessment that focuses on how the knowledge and skills included in the assessment align with students' personal, educational, and career goals.
(3.2.f) Have students create short presentations that demonstrate how the knowledge and skills assessed in a particular assignment align with their chosen career goals.
(3.2.f) Invite guest speakers from various professions to discuss how the concepts covered in assessments relate to their careers.
(3.2.f) Present case studies or scenarios that require applying knowledge from the assessment in practical situations. Ask students to analyze these scenarios and propose solutions, connecting theory to real-life situations.
(3.2.f) Have students research and present their findings on various career paths and industries related to the knowledge and skills included in the assessment.
(3.2.f) Have students create a short video reflecting on the connections they've made between the assessment content and their goals.
(3.2.f) Invite alumni who pursued similar educational paths to share with current students about how the knowledge and skills from their studies contributed to their career trajectories.
(3.2.f) Have students create a digital portfolio where they can regularly reflect on how each assessment contributes to their learning journey, career aspirations, and personal growth.

3.2.g - Including opportunities to contribute to or co-create scoring criteria

(3.2.g) Ask students to work individually or in groups to contribute ideas to an existing assessment rubric. Discuss the ideas and collaborate with students to prioritize their ideas and adjust the rubric to reflect their top 1-3 contributions.
(3.2.g) Ask students to collaboratively brainstorm a checklist that defines the characteristics of successful work for each type of assessment in your course. Have students compare their list with the assessment rubric. Discuss the ideas and collaborate with students to prioritize their ideas and adjust the rubric to reflect their top 1-3 contributions.
(3.2.g) Work collaboratively with students using a shared document or other collaboration tool to develop a rubric for an assessment.
(3.2.g) Have students review sample assignments to identify the strong and weak attributes of the submission then discuss and select scoring criteria for the assessment.
(3.2.g) Divide students into small groups and assign each group a specific part of the assessment to review. Ask each group to brainstorm and share scoring criteria for their assigned part. Add the scoring criteria into a rubric to use for scoring.
(3.2.g) Assign students to individually write scoring criteria for a specific part of an assessment. Ask students to share their criteria and collaborate as a class to merge, refine, and finalize a comprehensive set of criteria.
(3.2.g) Use a survey or discussion to ask students about their expectations for an assessment and what they believe should be valued in the evaluation process. Use their responses as a foundation for developing the scoring criteria.
(3.2.g) Create a process to collect ongoing feedback by gathering student feedback on the scoring criteria after each assessment. Use your students' feedback to make adjustments based on their suggestions to continuously improve the criteria.

3.2.h - Sharing multiple levels of finished work

(3.2.h) Link to or embed multiple worked examples and/or multiple examples of varying levels of finished student work in the directions for each high-stakes assessment in your course.
(3.2.h) Share multiple worked examples and/or multiple examples of varying levels of finished student work. Discuss the scoring for each example and explain why the example was scored that way.
(3.2.h) Share multiple worked examples and/or multiple examples of varying levels of finished student work. Have students work individually or in groups to compare and rank the examples then share with the class how and why they ranked each example as they did.
(3.2.h) Use a virtual gallery walk to share a collection of projects submitted by former students. Discuss the scoring for each example and explain why the example was scored that way.
(3.2.h) Use a virtual gallery walk to share a collection of projects submitted by former students. Have students work individually or in groups to compare and rank the examples then share how and why they ranked each example as they did.
(3.2.h) - Choose a piece of student work and analyze it together as a class. Discuss what makes it effective, what strategies were used, and how it aligns with the learning objectives.
(3.2.h) Use a discussion to share two or more examples of student work and ask students to compare and contrast them individually or in small groups.
(3.2.h) Invite a guest expert or professional in the field to review and provide feedback on student work. Discuss the feedback as a class.

3.2.i - Inviting students to offer feedback on assessment design

(3.2.i) Add a discussion to your course inviting feedback from students on the design of specific assessments in your course.
(3.2.i) Add a mid-quarter or end-of-term survey to your course, using the tool of your choice, to invite feedback from students on the design of assessments in your course. Use this feedback to improve your assessments for the next term. Be sure to include an explanation of why you are collecting this information from students and how you plan to use it to improve your course.
(3.2.i) Add a question to an existing mid-quarter or end-of-term survey, using the tool of your choice, to invite feedback from students on the design of assessments in your course. Use this feedback to improve your assessments for the next term. Be sure to include an explanation of why you are collecting this information from students and how you plan to use it to improve your course.
(3.2.i) Add a mid-term "Stop, Start, Continue" style discussion to your course inviting feedback from students on assessments they would like to stop, start, and/or continue using for the remainder of the quarter

Resources

Recommended Reading

... coming soon!

References

3.2.a - Stating the purpose of assessments

Bose, D., Dalrymple, S., & Shadle, S. (2020, May 13). A Renewed Case for Student Success: Using Transparency in Assignment Design When Teaching Remotely. Faculty Focus. Retrieved April 2, 2021, from https://www.facultyfocus.com/articles/course-design-ideas/a-renewed-case-for-student-success-using-transparency-in-assignment-design-when-teaching-remotely/
TILT Higher Ed. (2014). Transparency in Learning & Teaching. TILT Higher Ed. Retrieved March 30, 2021, from https://tilthighered.com/
Winkelmes, M.-A. (2015). The Unwritten Rules of College: Transparency and Its Impact on Learning. TILT Higher Ed. Retrieved March 11, 2021, from https://www.chronicle.com/article/the-unwritten-rules-of-college/?cid=gen_sign_in
Yong, D. (2017, October 24). How Transparency Improves Learning. Teaching Tidbits Blog. Retrieved March 30, 2021, from http://maateachingtidbits.blogspot.com/2017/10/how-transparency-improves-learning.html

3.2.b - Including directions for task

Bose, D., Dalrymple, S., & Shadle, S. (2020, May 13). A Renewed Case for Student Success: Using Transparency in Assignment Design When Teaching Remotely. Faculty Focus. Retrieved April 2, 2021, from https://www.facultyfocus.com/articles/course-design-ideas/a-renewed-case-for-student-success-using-transparency-in-assignment-design-when-teaching-remotely/
TILT Higher Ed. (2014). Transparency in Learning & Teaching. TILT Higher Ed. Retrieved March 30, 2021, from https://tilthighered.com/
Winkelmes, M.-A. (2015). The Unwritten Rules of College: Transparency and Its Impact on Learning. TILT Higher Ed. Retrieved March 11, 2021, from https://www.chronicle.com/article/the-unwritten-rules-of-college/?cid=gen_sign_in
Yong, D. (2017, October 24). How Transparency Improves Learning. Teaching Tidbits Blog. Retrieved March 30, 2021, from http://maateachingtidbits.blogspot.com/2017/10/how-transparency-improves-learning.html

3.2.c - Consistently stating dues dates

XXX

3.2.d - Sharing rubrics and scoring criteria prior to submission

CAST. (2018). Checkpoint 6.4 Enhance capacity for monitoring progress. UDL Guidelines. Retrieved June 28, 2021, from https://udlguidelines.cast.org/action-expression/executive-functions/monitoring-progress/monitoring-progress
CAST. (2018). Checkpoint 8.4 Increase mastery-oriented feedback. UDL Guidelines. Retrieved June 28, 2021, from https://udlguidelines.cast.org/engagement/effort-persistence/mastery-oriented-feedback
CAST. (2018). Checkpoint 9.3 Develop self-assessment and reflection. UDL Guidelines. Retrieved June 28, 2021, from https://udlguidelines.cast.org/engagement/self-regulation/self-assessment-reflection
Bose, D., Dalrymple, S., & Shadle, S. (2020, May 13). A Renewed Case for Student Success: Using Transparency in Assignment Design When Teaching Remotely. Faculty Focus. Retrieved April 2, 2021, from https://www.facultyfocus.com/articles/course-design-ideas/a-renewed-case-for-student-success-using-transparency-in-assignment-design-when-teaching-remotely/
Hatziapostolou, T., & Parkakis, I. (2010). Enhancing the impact of formative feedback on student learning through an online feedback system. Electronic Journal of e-Learning, 8(2), 111-122. https://files.eric.ed.gov/fulltext/EJ895699.pdf
TILT Higher Ed. (2014). Transparency in Learning & Teaching. TILT Higher Ed. Retrieved March 30, 2021, from https://tilthighered.com/
Winkelmes, M.-A. (2015). The Unwritten Rules of College: Transparency and Its Impact on Learning. TILT Higher Ed. Retrieved March 11, 2021, from https://www.chronicle.com/article/the-unwritten-rules-of-college/?cid=gen_sign_in
Yong, D. (2017, October 24). How Transparency Improves Learning. Teaching Tidbits Blog. Retrieved March 30, 2021, from http://maateachingtidbits.blogspot.com/2017/10/how-transparency-improves-learning.html

3.2.e - Sharing examples of student work

Bose, D., Dalrymple, S., & Shadle, S. (2020, May 13). A Renewed Case for Student Success: Using Transparency in Assignment Design When Teaching Remotely. Faculty Focus. Retrieved April 2, 2021, from https://www.facultyfocus.com/articles/course-design-ideas/a-renewed-case-for-student-success-using-transparency-in-assignment-design-when-teaching-remotely/
TILT Higher Ed. (2014). Transparency in Learning & Teaching. TILT Higher Ed. Retrieved March 30, 2021, from https://tilthighered.com/
Winkelmes, M.-A. (2015). The Unwritten Rules of College: Transparency and Its Impact on Learning. TILT Higher Ed. Retrieved March 11, 2021, from https://www.chronicle.com/article/the-unwritten-rules-of-college/?cid=gen_sign_in
Yong, D. (2017, October 24). How Transparency Improves Learning. Teaching Tidbits Blog. Retrieved March 30, 2021, from http://maateachingtidbits.blogspot.com/2017/10/how-transparency-improves-learning.html
Trustees of Indiana University. (n.d.). Transparency in Learning and Teaching. Online Course Development Basics. Retrieved April 1, 2021, from https://iu.pressbooks.pub/online2020/chapter/tilt/

3.2.f - Including opportunities to reflect on and connect with educational, life, or career goals

Indiana University Bloomington. (2021). Authentic Assessment. Center for Innovative Teaching and Learning. Retrieved March 16, 2021, from https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/index.html MOVE TO ?
Wiggins, Grant. (1998). Ensuring authentic performance. Chapter 2 in Educative Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco: Jossey-Bass, pp. 21 – 42. MOVE TO ?

3.2.g - Inviting students to contribute to or create scoring criteria

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3.2.h - Sharing examples of multiple levels of finished student work

Bose, D., Dalrymple, S., & Shadle, S. (2020, May 13). A Renewed Case for Student Success: Using Transparency in Assignment Design When Teaching Remotely. Faculty Focus. Retrieved April 2, 2021, from https://www.facultyfocus.com/articles/course-design-ideas/a-renewed-case-for-student-success-using-transparency-in-assignment-design-when-teaching-remotely/
TILT Higher Ed. (2014). Transparency in Learning & Teaching. TILT Higher Ed. Retrieved March 30, 2021, from https://tilthighered.com/
Winkelmes, M.-A. (2015). The Unwritten Rules of College: Transparency and Its Impact on Learning. TILT Higher Ed. Retrieved March 11, 2021, from https://www.chronicle.com/article/the-unwritten-rules-of-college/?cid=gen_sign_in
Yong, D. (2017, October 24). How Transparency Improves Learning. Teaching Tidbits Blog. Retrieved March 30, 2021, from http://maateachingtidbits.blogspot.com/2017/10/how-transparency-improves-learning.html
Trustees of Indiana University. (n.d.). Transparency in Learning and Teaching. Online Course Development Basics. Retrieved April 1, 2021, from https://iu.pressbooks.pub/online2020/chapter/tilt/

3.2.i - Inviting students to offer feedback on assessment design

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