Creating assignments to assess SLOs

As instructors, it can be helpful to intentionally design assignments that align with course student learning outcomes (SLOs). If you are starting from scratch, this is an opportunity to create assignments that correspond to courseSLOs. There are some helpful tips about best practices below.

If you are working on improving assessment in an existing class and have not considered how these assignments might align withSLOs, there is no need to worry or redesign your course. Work from your existing assignments and use the resourceshereto map them to courseSLOs.

If you are starting a new course and would like to create assignments that align with the courseSLOs, here are some best practices to consider:

Start by clearly identifying the learning outcomes you want students to achieve.
Design assignments that directly measure whether students have achieved those outcomes.
Use action verbs from Bloom’s Taxonomy (e.g., analyze, create, evaluate) that match the cognitive level of eachSLO.

Consider using AI to help you map course assignments to SLOs andbrainstormassessment tools. The CourseMapperGPT was developed by Laura Otero at CSU Monterey Bay and can help you with these. You can access ithere.

Match the format to the learning outcome:
Knowledge recall - quizzes or short-answer questions
Analysis or application - case studies, problem sets
Communication skills - presentations or written reports
Critical thinking - essays, debates, or reflections

Purpose: Why are students doing this assignment?
Task: What exactly should they do?
Criteria: How will it be assessed?

For more on creating rubrics visit the Creating Rubrics page
Consider utilizing AI to support creating rubrics

This helps students manage workload and gives opportunities for formative feedback.

Use formative assessments (low-stakes or ungraded) to monitor progress during learning.
Use summative assessments (graded) at the end of a unit or course to measure final achievement.

After grading, considerhow students performed on eachSLO.
Identify patterns: Are there outcomes students consistently struggle with?
Use that data to revise assignments, instruction, or even the outcomes themselves.

Utilize resources for accessible teaching through Teaching and Learning Innovations (TLI) and Disability Accommodationsand Support Services (DASS).

Creating assignments to assess SLOs

If you are starting a new course and would like to create assignments that align with the courseSLOs, here are some best practices to consider:

Align Assignments with Course Student Learning Outcomes (SLOs)

Use Backward Design - Begin with the end in mind: determine what success looks like for each outcome. Then design the assignment to elicit that level of performance. Plan instruction and learning activities that support students in reaching that goal.

Choose the Right Assignment Type

Create Clear, Transparent Instructions - Provide a clear prompt with purpose, task, and evaluation criteria. Use the Transparency in Learning and Teaching (TILT) framework to help students understand the goals and significance of their assignments.

Develop and Share Rubrics - Rubrics make expectations clear and help ensure consistency and fairness in grading. Rubric criteria can be directly aligned with components of the learning outcome(s).

Scaffold Larger Assignments - Break complex tasks into smaller steps or checkpoints (e.g., proposal → draft → final paper).

Provide Formative and Summative Assessment

Use Assessment for Continuous Improvement

Consider Equity and Accessibility - Offer assignment options that accommodate disabilities, diverse learning styles and backgrounds.