Blackboard Assessment Tool Guide

This page provides an overview of common Blackboard assessment tools: Assignments, tests, discussions, blogs, and journals. Any of these Blackboard tools can be graded, which is why we are calling them "assessment" tools.

Assignment Tool

Good for: Single or multi-file upload for individual or group. Feedback Type: Private to individual or group, appears in grade book as comment or via file upload. Rubrics attachable. Link title: assigned to grade column in grade center, so brevity and clarity are key. Instructions: Write specific submission instructions. Include formatting information. Link a template if proper formatting is vital. No assignment details or criteria.

Sample

Follow these steps to upload your assignment.

1. Save your file as a DOCX.
2. Select the Browse my Computer button below.
3. Choose the DOCX and click Open.
4. If you make a mistake, don't worry. Just resubmit.
5. PLEASE DO NOT PASTE YOUR WORK IN THE ASSIGNMENT WINDOW.

Availability: Extend availability beyond due date for late submissions. Why?

1. Some students will be two minutes late. Making assignment available allows them to submit to the tool.
2. All late assignments are clearly LATE stamped, whether two minutes, two hours or two days. Allows instructor to use judgment.
3. It avoids student submissions via email or changing settings in the assignment link.

Multiple submissions: set to three. Students can and will make errors. If they upload the wrong file, they can fix it. Avoids student submission via email. Due Date: Critical since it appears in calendar, notifications, BB Mobile and My grades.

Tests

Good for: Individual formative or summative assessment. Practice or pre-testing. Feedback Type: Private per question or as terminal comment in grade book. Individualized or automated based on setup. Link Title: Assigned to grade column in grade center so brevity and clarity are key. Description: Keep it very brief. Better to add "instructions", editable through TEST tool.

1. Offer low-stakes quizzes as formative assessment.
2. Design good questions. This is not easy.
3. Set quiz questions to draw randomly from sets.
4. Offer multiple attempts with instant feedback - great for learning.
5. Add good feedback to both correct and incorrect answers-point to text or your lecture content for review resources.
6. Label and tag questions for organization and outcome alignment

Quizzes meant to ensure students complete reading can work well in conjunction with reading strategies. Refer to the Reading Success Strategies.

Discussion

Good for: Group or collaborative work, interaction, problem-solving, practice. Feedback Type: Public in tool (as replies), private as comment in grade book. Rubrics attachable. Link Title: Doesn't generate grade column, so include directive - "Post Discussion Link Description: Unseen by students-don't bother. Forum Name: This generates column, so be clear. Disc. 1 - Prefrontal Cortex Forum Description: Appears at the top of the forum page so useful to include brief, bulleted list to remind students of assignment criteria. Avoid including extensive assignment details, especially for complicated discussion activities.

Tip: When replying to a student post, change the message subject to attract attention.

Example Thread subject lines:

Original Student post: Prefrontal Cortex Explanation Student 1 reply Re: Prefrontal Cortex Explanation Student 2 reply Re: Prefrontal Cortex Explanation Your reply Nice Work - just need citation

Journals

Good for: reflective or experiential writing shared with instructor, partner, or small group. Feedback type: Public or private comments, private in grade book. Rubrics attachable. Link Title: Assigned to grade column, keep brief and clear. Link Description: Unseen by students.

Blogs

Good for: Responses to readings or content, learning reflection, observations. Feedback type: Public or private comments, private in grade book. Rubrics attachable. Link Title: Assigned to grade column, keep brief and clear. Link Description: Unseen by students.