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Early-Semester Learning Assessments for 4th Week Progress Reports

By Week 4 of the semester, faculty must have enough evidence of student learning to provide accurate and supportive feedback. Early-semester learning assessments should be meaningful to ensure that 4th-week progress reports represent student progress in the course. The following are strategies for planning early-semester learning assessments. The Faculty Center for Teaching & Learning (FCT&L) is available for individual consultations: eku.edu/in/fctl/ > Support Request.

Principles of Early Learning Assessment in Advance of 4th-Week Progress Reports

PrincipleWhy It Matters Early in the Semester
AlignmentAssess only skills/knowledge already covered in class and central to course objectives.
MeaningfulStudents can use the feedback to assess progress in the course, connect with academic support, or determine learning priorities for success.
Low-StakesReduces student anxiety and increases participation; encourages risk-taking and effortful learning.
Timely FeedbackStudents need feedback while there’s still time to adjust habits and seek support.
Multiple ModesUse a mix of written, verbal, and interactive tasks to capture varied learning strengths and emphasize opportunities for students to build effective routines and habits.
Formative FocusEmphasize learning and growth (not just grades).
TransparentHelp students understand the how and why of learning and success in the course.
Relationship-RichSupport students by offering feedback that helps them build networks of academic support (refer to the academic support center that aligns with your course and the early-semester learning assessment).

Recommended Timeline for Full-Semester Course

WeekGoalLearning Assessment Examples
Week 1–2Gauge prior knowledge, skills, and student engagement with materialEntrance quiz, concept map, think-pair-share with submission, 1–minute reflection
Week 2–3Assess early understanding of key conceptsShort problem set, paragraph analysis, group solution challenge, online quiz, substantive reflection
Week 3–4Provide concrete evidence for 4th-week progress reportsShort essay or project draft, lab skill check, oral presentation snippet, peer-feedback activity

Quick-to-Implement Learning Assessment Ideas

Written / Online

  • Muddiest Point Card – Students write the most confusing concept from the week; use responses to guide review. Identify learning opportunities as points of feedback.
  • Low-Stakes Quiz – Multiple choice/short answer in Canvas (LMS), with feedback, support, and reference to academic center(s) as needed.
  • Short Response Prompt – “In 3–4 sentences, explain X concept to a friend.”

In-Class Activities (that Promote Active-Learning and Student Engagement)

  • Gallery Walk – Students circulate and contribute ideas to posted questions.
  • Mini Presentations – Groups explain a process or problem in two minutes.
  • One-Problem Challenge – Solve and explain one representative problem collaboratively.

Applied / Performance

  • Draft Submission – Early version of a paper, code, or project component with feedback but minimal grade weight.
  • Skill Demonstration – Practical check on lab, performance, or creative technique.

Teaching Tips for Effective Early Learning Assessments

  • Design for Meaningful Support-Oriented Assessment
  • Use clear rubrics or checklists for consistent, transparent feedback.
  • Consider completion-based grading for very early assignments.
  • Embed in Regular Class Flow
  • Turn a planned activity into a feedback-oriented formative task (e.g., exit ticket).
  • Make Feedback Actionable
  • Highlight one strength and one area for improvement.
  • Direct students to resources (student hours, academic support).
  • Use Results to Adjust Teaching (Small Teaching Changes)
  • If many students miss the same question, reteach or clarify before moving on.
  • Signal the Stakes (Low-Stakes to Higher-Stakes)
  • Explain that early assignments prepare students for higher-stakes tasks later.

Early Learning Assessment – Checklist

  • Aligned with a key learning outcome.
  • Allows for meaningful feedback.
  • Meaningful for student learning (including low-stakes assessments).
  • Feedback can be delivered to students efficiently.
  • Provides feedback students can act on before the next major assessment.
  • Evidence will support accurate and actionable 4th week progress reporting.