Assessments are integral to any course. Summative assessments evaluate student learning
at the end of an instructional unit by comparing it against some standard, objective,
goal or benchmark. Summative assessments are often high stakes, meaning they are valued
highly in the overall course outcome. There are many tools for the actual summative
assessment, grading and feedback, and management of earned grades throughout the term.
Online testing, proctoring, and gradebooks can make evaluations, feedback and grading
more effective and more effective for both faculty and students. There are varieties
of summative assessment tools available within our LMS that assist in the evaluating
mastery of course material and providing effective feedback.
- Communicate grades quickly and confidentially using an online gradebook
- Convenience of online quizzing and testing
- Have proctoring support for online testing
- Have automated checking for academic integrity and feedback to encourage proper writing
- Building question banks for tests and quizzes
WCU Supported Tools:
Tips for using Summative Assessments:
- Align your assessments with your course goals reflecting the important understandings
and skills you want students to derive from your course.
- Make an investment in question banks that you can reuse over time. This is a time
intensive task, but question libraries can be re-used, and shared. In addition, in
many cases, online quizzing/testing tools will use question libraries to shuffle questions
- For online assessments, clearly communicate to student what resources (if any) they
can use while taking the assessment.
Use the built in time restrictions, calendar restrictions and question shuffling to
assist with keeping students on task and within the guidelines of the assessment.
- For online high stakes testing, use virtual proctoring tools to ensure valid test
Garfield, Joan. Beyond Testing and Grading: Using Assessment to Improve Student Learning.
Journal of Statistics Education, 2(1), 1994.
Volkwein, J. Fredericks. Assessing student outcomes: why, who, what, how? New directions for
institutional research. Assessment supplement. San Francisco: JosseyBass, 2010 (Available in