After your course is over, it’s good to evaluate the whole assessment process in order to improve the quality of the assessment and your teaching in general. This can serve as input for the design stage of the assessment for this course, but also for other courses. This is why the assessment process is cyclical. 

It’s helpful to involve your colleagues in the evaluation of the assessment process. What went well, and what could be improved next year? How did students evaluate the assessment? Do any changes need to be made in the course learning outcomes, the assessment, or the teaching? It helps to make a list of points for improvement right after your course ends. 

Sample questions to evaluate the assessment process:  

Did the chosen assessment methods align well with the learning outcomes and the teaching?

Do the assessment results reflect the extent to which the students have mastered the material? If not, would a different assessment method be more suitable? 
Did students have enough opportunities to practice with the chosen assessment and question formats? 
Were there aspects of the assessment that students misunderstood? 
Were the answer keys, assessment forms and/or rubrics easy to use for instructors? 
Were the results higher or lower than expected?

Were the chosen assessment methods effective and feasible within the time available, for both instructors and students? 
Does the assessment of this course build on / pave the way for that of earlier or later courses? 
What can my assessment tell me about my teaching?

Frequently Asked Questions

What can I do already if I want to change the way my course is assessed next year? 

Make a list of points of concern or intended improvements and discuss these with your colleagues or programme director. You might already be able to update the assessment regulations in the Course Catalogue for next year, or you can already work on the Syllabus. 

Where can I go for advice if I want to rethink the way my course is assessed? 

Make an appointment with your faculty’s assessment specialist. 

Designing		How do I choose a form of assessment that accurately measures my learning outcomes?
Constructing		How do I construct effective questions and assignments?
Administering		What should I keep in mind while administering an exam?
Grading		How can make sure my grading is efficient and reliable?
Analyzing		How do I evaluate and improve assessment quality after the fact?
The previous step: Reporting		What should I keep in mind when returning grades and feedback?
Evaluating		How do I improve my assessment next year?