Assessment
It is crucial to assess student work in EDGE projects to measure the extent to which learning objectives are met. Thoughtfully designed assessment tasks can increase students’ accountability and motivation. This module introduces several dimensions of assessment to consider when thinking about how to best assess student work in EDGE projects.
Module Overview and Sections
In this module, you will…
- Learn how to design assessment tasks to measure progress and/or mastery of planned learning objectives in EDGE projects.
- Explore several dimensions of assessment that can boost accountability and motivation among students, enhancing the effectiveness of EDGE activities.
Types of assessment
Aligning assessment
Assessment tools
Types of assessment
There are many options for assessment in EDGE and many examples of effective assessment tasks you can use for guidance and inspiration. Here are a few questions which may help you consider which type of assessment best suits your specific context.
Product or Process?
Most EDGE projects have some kind of final product or “deliverable” as an output of the collaboration, such as a team presentation or report. The product focus can also be framed as a deliberate exercise in measuring change or improvement through the project.
A common approach here is to conduct a pre- and post-project assessment, providing both you and individual students with concrete evidence of their baseline knowledge and skills (formative) and what they have acquired through the project (summative). This type of assessment can be used effectively for both subject matter-specific objectives and global learning objectives.
You can also assess the process rather than the product of the EDGE project, focusing on the quality of engagement and experience students gain through the project. This kind of assessment is especially applicable if you are addressing global learning objectives. Process-based assessments can also be useful means of incentivizing active participation in EDGE activities.
Common choices here include written reflections, activity diaries, and peer-to-peer discussion forums. Process-based assessments can be summative – for example, a reflective essay produced at the end of the project – or formative – such as a series of blog posts produced and evaluated at specific stages during the project. You can use them as an opportunity to provide formative feedback and encourage higher levels of engagement, or as a summative evaluation of overall performance during the project.
One way of combining product and process assessments is through an individual e-portfolio in which students both document their “learning journey” in the project and present the final product, based on their collaborative work. The e-portfolio can serve as a summative showcase of what the student has learned and achieved, but it can also perform a formative function if you provide interim feedback on entries during the project.
Individual or Team?
EDGE projects often involve both individual tasks that assess a student’s understanding, skills, and knowledge on a particular subject or topic, and team tasks that assess collective skills, knowledge and the ability to work constructively with others. The table below summarizes the key differences between the two types and provides examples of each.
| Individual | Team | |||
|---|---|---|---|---|
| Definition | Evaluates a student's personal understanding and performance, focusing on their specific contributions and progress toward achievement of the learning outcomes. | Evaluates the collective performance and collaborative efforts of student groups, to ascertain the extent to which the group, rather than the individual, has achieved the learning outcomes. | ||
| Examples of application in EDGE | Research papers on topics related to the EDGE project, demonstrating individual ability to synthesize information and present coherent arguments. | Team presentations on a shared project topic, showcasing students’ collective research, analysis, and communication skills. | ||
| Reflective journals where students document their personal reflections on interactions and learning experiences throughout the EDGE project and self-evaluate their attainment of the learning objectives. | Collaborative research reports in which students combine their efforts to investigate a topic, distribute tasks and present unified findings in a written form. | |||
| Personal learning logs describing students’ learning activities, insights, and challenges encountered at different points during the EDGE project. | Team-based case studies requiring students to apply theoretical knowledge to a practical scenario and | |||
| Pros | Personal accountability: Individual assessments ensure each student’s understanding and effort are accurately reflected in their grades. | Encourages collaboration: Team assessments foster cooperative skills and ensure students work effectively together to achieve common goals. | ||
| Tailored feedback: They provide specific feedback on each student’s strengths and areas for improvement, supporting personalized growth. | Real-world application: They capture the collective effort and integration of diverse perspectives, which can effectively reflect the collaborative nature of many real-world working environments. | |||
| Distinct performance measurement: Individual assessments clearly differentiate between students' contributions and learning outcomes within a group context. | Shared responsibility: Team assessments distribute the workload and responsibility, reducing individual stress and promoting a balanced approach to project completion. | |||
| Cons | Limited collaboration onsight: Individual assessments may not fully capture the dynamics and contributions of teamwork in a collaborative project. | Unequal contribution: Team assessments can mask individual contributions and effort, potentially disadvantaging students who contribute more to the team's work. | ||
| Increased pressure: They can place more pressure on students, potentially leading to stress and reduced performance. | Conflict management: Team assessments may reveal or exacerbate conflicts among group members, impacting overall performance and group cohesion. | |||
| Potential for misalignment: They might not align with the collaborative nature of EDGE projects, where team efforts are crucial to success. | Grade discrepancy: Students may feel their individual performance is not fairly represented if the group’s overall grade does not align with their personal effort. |
Synchronous or Asynchronous?
When designing your EDGE project, you likely will have planned a combination of synchronous and asynchronous activities. It makes sense to align the assessment tasks with these activities, but it is also important to consider what formats will best enable the evaluation of students’ individual achievement of learning outcomes.
The table below summarizes the key differences between synchronous and asynchronous assessment and provides examples of each.
Synchronous
Tasks that require students to be present and participate at the same time, often involving real-time interaction.
Asynchronous
Tasks that students can complete on their own schedule within a given timeframe, without real-time interaction.
Examples of EDGE Applications
Live presentations or debates via video conferencing tools.
Collaborative problem-solving sessions.
Real-time peer feedback and debriefing sessions.
Discussion boards where students from different countries post and respond to questions.
Collaborative documentation where students use a shared workspace (e.g. Google Docs) to make individual contributions to a team or whole-class output.
Video presentations uploaded for peer review.
Pros
Real-time interaction: Facilitates dynamic collaboration, real-time discussion, and immediate feedback from instructors and peers.
Cultural exchange: Promotes direct cultural exchange and understanding through live interaction, enhancing intercultural competence.
Communication skills: Develops oral communication skills and confidence in speaking and presenting in an international context.
Engagement: Encourages active participation and immediate clarification of doubts, enhancing the learning experience.
Flexibility: Accommodates different time zones and schedules, allowing all students to contribute at their convenience.
Deep Reflection: Students have time to reflect and develop well-thought-out responses, promoting critical thinking and in-depth exploration of topics.
Inclusivity: Provides an equal opportunity for all students to participate, including those who may be shy or face language barriers.
Cons
Technical requirements: Requires reliable internet connection and appropriate technology for all participants, which can be a barrier in some regions.
Scheduling: Coordinating schedules across different time zones can be complex, requiring careful planning and flexibility.
Participation anxiety: Real-time participation can cause anxiety for some students, especially those uncomfortable with live interaction or less proficient in the language of instruction.
Time constraints: Limited time for in-depth exploration of topics during live sessions, potentially hindering comprehensive understanding and discussion.
Procrastination: Students may delay their contributions, leading to rushed work and uneven participation.
Lack of immediate feedback: Delayed interaction can slow the flow of conversation and feedback, potentially impacting the learning experience.
Coordination: Managing group projects asynchronously can be challenging, requiring clear communication and organization to ensure all members contribute effectively.
Assessment consistency: Ensuring fairness and consistency in grading can be difficult due to varied submission formats and timelines.
Balancing Asynchronous and Synchronous Assessments in EDGE
To maximize the benefits and mitigate the challenges, a balanced approach incorporating both asynchronous and synchronous assessments is ideal for EDGE contexts. Here are some strategies:
Combine formats: Use a mix of asynchronous and synchronous activities to leverage the strengths of both. For example, start with asynchronous research and discussions, followed by synchronous presentations and Q&A sessions.
- Clear guidelines and expectations: Provide clear instructions and timelines for asynchronous tasks to prevent procrastination and ensure timely contributions. Establish guidelines for synchronous sessions to manage participation and technical requirements.
- Regular check-ins: Schedule periodic check-ins and progress updates for asynchronous projects to maintain momentum and provide timely feedback. Use synchronous meetings for milestones and key presentations.
- Technological support: Ensure all participants have access to the necessary technology and provide support for troubleshooting technical issues. Consider using platforms that are accessible and user-friendly for all students.
- Inclusivity and sensitivity: Be mindful of cultural differences and language barriers. Create an inclusive environment that encourages participation from all students, and provides support for those who may need it.
By thoughtfully integrating both asynchronous and synchronous assessments, EDGE projects can enhance international collaboration, intercultural competence, and overall learning outcomes while addressing the unique challenges of this educational approach.
Reflect : Assessment and Technology
- What asynchronous/ synchronous assessment tools will you use?
- What issues of technology might be most troublesome, and what is your plan to overcome those challenges?
- What is the preferred platform for student submissions?
- How familiar are students with the selected technologies?
- What training will be necessary for your students?
Low-stakes or High-stakes?
In many EDGE projects you will want to begin by encouraging students to interact and collaborate; you may also want to provide opportunities for them to develop ideas through a trial-and-error process. In such cases, consider low-stakes assessment tasks which have minimal impact on students’ final grades or outcomes. Such tasks are also useful if you are introducing new concepts or methods in your project and want to gauge students’ ongoing understanding.
Consider high-stakes tasks with significant impact on students’ grades when you want to assess attainment of learning objectives.
The table below summarizes the key differences between low- and high-stakes assessment and provides examples of each.
High-stakes Assessment
High-stakes assessments are evaluations that significantly impact a student’s academic progress within a course or unit. They measure the achievement of specific course and global learning objectives, helping you and your collaborators assess the success of your original goals for the EDGE project.
Low-stakes Assessment
Low-stakes assessments have minimal impact on final grades or academic progression. They provide ongoing feedback and support skill development in a low-pressure environment, helping to keep students engaged and track their progress toward learning objectives before high-stakes assessments.
Examples of EDGE Applications
Written reports on a jointly researched topic.
Critical incident analysis to assess students’ capacity to identify, reflect on, and analyze either a significant intercultural encounter they personally experienced, or based on a didactic critical scenario.
In-class or recorded presentations communicating the findings of a team project to peers and instructors.
Individual journals documenting students’ experiences, thoughts, and learning progress, as well as expectations for later stages of the EDGE project.
Regular peer feedback sessions where students provide and receive constructive feedback on each other’s work, either in groups or one-to-one.
Regular short quizzes on the material associated with the project, held in each synchronous EDGE session.
Pros
Ensures accountability: High-stakes assessments motivate students to take their projects seriously, engage actively with their peers, and strive for higher standards of work.
Measures critical skills: They provide a structured way to evaluate essential skills related to both course learning objectives and global learning objectives
Motivates performance: The significant impact on final grades can drive students to invest more effort and dedication into their projects.
Reduces stress: Low-stakes assessments minimize pressure on students, creating a more relaxed and conducive learning environment.
Encourages experimentation: With less impact on final grades, students feel freer to take risks and explore creative solutions.
Provides ongoing feedback: These assessments offer continuous feedback, helping students improve progressively throughout the course.
Cons
Increased stress: The pressure of high-stakes assessments can lead to elevated stress levels, affecting students’ performance and well-being.
Limited flexibility: Rigid structures and deadlines can create logistical challenges in an international, cross-time-zone context.
Potential for inequity: Students from different institutions and academic backgrounds may face varying levels of familiarity and resources, leading to potential performance inequities.
Lower motivation: Students might not take low-stakes assessments as seriously, potentially leading to lower engagement and effort.
Less accountability: There may be a lack of accountability, as students know these assessments do not significantly impact their final grades.
Limited measurement of critical skills: Low-stakes assessments might not adequately evaluate essential skills needed for success in high-stakes environments or future careers.
Aligning Assessment
EDGE assessment should follow the same fundamental principles of alignment that apply to the design of all teaching and learning activities. In the Design Module, you will find more information on achieving alignment between your objectives, activities and assessment.
Begin by clearly articulating which learning objective(s) you want students to meet through their EDGE project work. Are the objectives related to students’ acquisition of subject matter (disciplinary content), or other skills they gain through the EDGE experience? For example, you may have designed your project to support students’ acquisition of discipline knowledge through access to faculty expertise at a different institution, or project-based work with students sharing a similar disciplinary background. In that case, your EDGE assessment may focus on your existing course learning objectives.
Additionally, EDGE assessment(s) may measure non-discipline-specific skills that have been targeted and scaffolded throughout the project work, such as selected global learning objectives from the Association for American Colleges & Universities’ VALUE rubric.
Project Spotlight: Balancing Formative and Summative Assessments
Tiffany MacQuarrie, Associate Director for Global Academic Engagement (formerly Associate Teaching Professor of English)
For each EDGE project, I used both formative and summative assessments. At the start of each week, I conducted informal check-ins to discuss progress, challenges, and strategies. We also reviewed infographic rough drafts as a class, providing detailed feedback.
Students were graded individually on low-stakes assignments such as icebreaker activities and participation in synchronous team meetings. They received team grades for the rough and final drafts of their infographic, focusing on design content. My faculty partner graded his students on their subject matter content.
Finally, students responded to 10 reflection prompts to assess global learning objectives.
Assessment Tools for EDGE Projects
By utilizing a combination of assessment tasks, EDGE projects can effectively assess students’ global learning outcomes– as well as collaborative skills through a balanced mix of summative and formative, process and product, group and individual, and synchronous and asynchronous assessments.
Collaborative Research Projects
- Description: International student teams research a global issue, combining their findings into a comprehensive report.
- Type: Summative task
- Evaluation: Product
- Group or Individual: Group
- Timing: Asynchronous
Example 1: Environmental Science + Public Policy
Work with your team to research and propose sustainable solutions to a shared environmental challenge, such as urban air quality. Compare air pollution levels and contributing factors in your regions and develop policy recommendations for each context. Submit a joint report and policy brief summarizing your findings.
Example 2: Business Management + Sociology
Collaborate with your team to research how cultural norms shape workplace practices. Use case studies from your regions to analyze topics like decision-making, conflict resolution, or leadership styles. Present your findings as a research paper and a comparative infographic.
Discussion Boards
- Description: Students participate in online forums to discuss course topics, share insights, and respond to peers’ contributions.
- Type: Formative task
- Evaluation: Process
- Group or Individual: Individual (though interacts with group)
- Timing: Synchronous (for live discussion) or Asynchronous (for completion after class or meeting)
Example 1: Psychology + Education
Discuss how childhood learning environments impact mental health outcomes in your respective regions. Share examples of local practices or policies that support student well-being, and compare these approaches with your peers. Reply to at least two peers by reflecting on similarities or suggesting how their practices might inform solutions in your region.
Example 2: Computer Science + Fine Arts
Share an example of how technology has influenced art in your region, such as digital installations, AI-generated art, or online exhibits. Explain its cultural significance and technical foundation. Respond to at least two peers by discussing how their examples compare to trends in your own region or discipline.
Peer Review
- Description: Students review and provide feedback on each other’s work, such as drafts of research papers or project proposals.
- Type: Formative task
- Evaluation: Process
- Group or Individual: Individual
- Timing: Synchronous (in class) or Asynchronous (after class)
Example 1: Architecture + Environmental Studies
Review a project proposal from a peer in the other discipline that addresses sustainable building practices. Provide constructive feedback on how effectively the design incorporates environmental considerations. Suggest improvements or additional strategies that could enhance sustainability in the proposal.
Example 2: Media Studies + Political Science
Review a peer’s analysis of a media campaign addressing a political issue in their region. Evaluate the clarity of their argument, the use of examples, and how well they address the cultural or political context. Offer suggestions for strengthening their analysis or adding comparative insights from your region.
Video Presentations
- Description: Students create and share video presentations on assigned topics, followed by a live Q&A session with peers and instructors.
- Type: Summative task
- Evaluation: Product
- Group or Individual: Group
- Timing: Synchronous (presentation), Asynchronous (preparation)
Example 1: Public Health + Data Science
Collaborate with your EDGE partner to create a 5-minute video presentation analyzing a public health issue in your respective regions. Use data visualizations to highlight trends and comparisons. In your video, propose a joint initiative that addresses shared challenges. Ensure your presentation is clear, visually engaging, and culturally relevant.
Example 2: International Business + Graphic Design
Work with your EDGE partner to design and present a marketing strategy for a product that could appeal to both of your regions. Your 5-minute video presentation should include cultural adaptations in the branding and visuals, as well as a justification for your design choices. Use slides or visual aids to support your presentation.
Case Studies
- Description: Students analyze and solve case studies related to global issues, applying theoretical knowledge to practical scenarios.
- Type: Formative task
- Evaluation: Process (if integrated in the group project) or product (if designed as the outcome of the group project)
- Group or Individual: Group
- Timing: Asynchronous
Example 1: Social Work + Law
Collaborate with your EDGE partner to analyze a case study on child welfare practices in your respective regions. Identify legal frameworks, cultural factors, and social work interventions involved. Write a joint summary highlighting differences and shared challenges, and propose strategies that could improve outcomes across both regions.
Example 2: Urban Planning + Public Health
Work with your EDGE partner to examine a case study on urban development and its impact on community health. Evaluate the environmental, social, and health-related outcomes of the development in each of your regions. Submit a joint analysis, including recommendations for designing healthier urban spaces.
Reflective Journals
- Description: Students maintain journals documenting their learning experiences, challenges, and reflections on intercultural interactions.
- Type: Formative task
- Evaluation: Process
- Group or Individual: Individual
- Timing: Asynchronous
Example 1: Environmental Science + Anthropology
Reflect on your collaboration with your EDGE partner while exploring the cultural and environmental factors influencing conservation efforts in their region. Write about how their perspectives challenged or enriched your understanding of conservation practices and how you applied these insights to your own context.
Example 2: Psychology + Performing Arts
In your journal, reflect on how your EDGE partner’s cultural and disciplinary perspectives influenced your approach to analyzing mental health themes in performance art. Discuss specific moments in your collaboration that deepened your intercultural understanding and how this experience might shape your future work.
Quizzes and Tests
- Description: Periodic online quizzes or tests to assess students’ understanding of course content and concepts.
- Type: Summative task (if graded) or formative (self-regulated learning)
- Evaluation: Product
- Group or Individual: Individual or group
- Timing: Asynchronous or synchronous
Example 1: International Relations + Journalism
Design a 10-question quiz with your EDGE partner to test your classmates’ knowledge of media coverage on international conflicts in your respective regions. Include multiple-choice and short-answer questions that highlight cultural biases, media framing, and regional differences in reporting. Submit your quiz along with an answer key and a brief explanation of the questions’ significance.
Example 2: Biology + Computer Science
Collaborate with your EDGE partner to create a test that evaluates the use of computational models in biological research. Include five multiple-choice questions on model design and five short-answer questions that analyze real-world applications in each of your regions. Provide clear answers and explanations for each question.
Annotated Bibliography
- Description: Students compile and annotate a list of sources related to their research topics, providing summaries and evaluations.
- Type: Formative task
- Evaluation: Product
- Group or Individual: Individual
- Timing: Asynchronous
Example 1: History + Political Science
Collaborate with your EDGE partner to create an annotated bibliography of five sources on the intersection of historical events and contemporary political policies in your regions. Each annotation should include:
- A brief summary of the source.
- An analysis of how the source connects historical context to present-day political decision-making.
- A reflection on how the perspectives from your partner’s region compare to your own.
Submit a combined bibliography that integrates your and your partner’s perspectives, noting any common themes or contrasting viewpoints.
Example 2: Engineering + Environmental Science
Work with your EDGE partner to compile an annotated bibliography of six sources exploring sustainable engineering practices in your respective regions. Each entry should include:
- A summary of the source’s key ideas.
- An evaluation of its relevance to sustainable development challenges.
- A note on how the practices discussed could be adapted or applied to the partner’s region.
Discuss your annotations with your partner before submission to identify any collaborative insights or differences in interpretation.
Infographics and Digital Storytelling
- Description: Students create visual representations or digital stories to convey complex information or narratives on a topic.
- Type: Summative task
- Evaluation: Product
- Group or Individual: Group or Individual
- Timing: Synchronous or asynchronous
Example 1: Sociology + Economics
Collaborate with your EDGE partner to create an infographic comparing the socioeconomic impacts of urbanization in your respective regions. Include the following:
- Key statistics and data visualizations (charts, graphs, or maps).
- A brief explanation of cultural and economic differences driving these impacts.
- Suggested policy interventions or solutions tailored to each region.
Present your infographic in class or upload it to the shared EDGE platform for peer feedback.
Example 2: Environmental Science + Graphic Design
Design an infographic with your EDGE partner to communicate the environmental consequences of a regional industry (e.g., agriculture, manufacturing, or energy). Your infographic should include:
- A clear and visually engaging layout with icons, colors, and concise text.
- Data from both regions to compare environmental challenges.
- Practical suggestions for mitigating negative impacts.
Submit your infographic as a PDF, accompanied by a 100-word explanation of your design choices.
Peer-Led Workshops
- Description: Students design and lead workshops on specific topics, sharing their expertise and facilitating peer learning.
- Type: Formative task
- Evaluation: Process
- Group or Individual: Group
- Timing: Synchronous
Example 1: Education + Psychology
Collaborate with your EDGE partner to design and lead a 30-minute workshop on strategies to support mental health in educational settings. Your workshop should include:
- A brief presentation of practices from both regions.
- An interactive activity to engage participants (e.g., a role-play or case study discussion).
- A handout summarizing key points and resources.
Facilitate your workshop during an EDGE session, encouraging feedback and questions from peers.
Example 2: Business Management + Cultural Studies
Work with your EDGE partner to plan and lead a 40-minute workshop on how cultural norms influence leadership styles in your regions. Your workshop should include:
- A comparative presentation with examples from both contexts.
- A group activity where participants analyze leadership scenarios and discuss cultural adaptations.
- A closing reflection where participants share takeaways from the session.
Prepare a one-page guide with leadership tips based on insights from both regions.
Progress Check-Ins
- Description: Regular check-ins with instructors or mentors to discuss progress, challenges, and receive guidance on ongoing collaborative projects.
- Type: Formative task
- Evaluation: Process
- Group or Individual: Individual or Group
- Timing: Synchronous or asynchronous
Progress Check-In Assignment
Example 1: Marketing + Design
At the mid-point of your collaboration, meet with your EDGE partner to review progress on your project: creating a marketing campaign for a product that appeals to both regions. During the check-in:
- Share the current status of your individual contributions (e.g., design drafts, market research).
- Discuss challenges you’ve encountered, including cultural or logistical barriers.
- Create a joint action plan to address remaining tasks and ensure the project stays on schedule.
Submit a 200-word summary of your check-in discussion, including key decisions made and next steps.
Example 2: Public Health + Data Analytics
Schedule a 20-minute check-in with your EDGE partner to evaluate progress on your joint analysis of regional health data. Your check-in should include:
- A review of the datasets and visualizations you’ve each prepared.
- Feedback on how well your findings align with your shared goals.
- A discussion of next steps for combining and presenting your results.
After the meeting, each partner should submit a brief reflection (150 words) on what was accomplished and how the collaboration is going.
References
Deardorff, D. K. (2015). How to assess intercultural competence. In Z. Hua (Ed.), Research methods in intercultural communication: A practical guide (pp. 120-134). Wiley-Blackwell.
Fantini, A. E. (2009). Assessing intercultural competence. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 456-476). SAGE.
Matveev, A. V., & Merz, M. Y. (2014). Intercultural competence assessment: What are its key dimensions across assessment tools? In L. T. B. Jackson, D. Meiring, F. J. R. Van de Vijver, E. S. Idemoudia, & W. K. Gabrenya Jr. (Eds.), Toward sustainable development through nurturing diversity: Proceedings from the 21st International Congress of the International Association for Cross-Cultural Psychology. https://doi.org/10.4087/FBQH1446
