Course Content Types

Learning Objectives

Learning Objectives are student-centered statements of the measurable content, media, and questions for each content area.

Learning objectives help guide learning. Assessments measure learning against these objectives at the end of each module. Learning Dashboard cards also use the learning objectives to reveal how your students are performing and learning within the course. 

Learning Objective on a course page: 


Learn by Doing

Most course content pages have formative activities that provide students with opportunities to practice what they are learning.  Learn by Doing activities allow students to practice the concept that they are learning, with hints and feedback to guide them if they struggle.

Learn by Doing activities are not graded, and students have unlimited chances to work the questions. While the Gradebook does not capture these activities, they do appear in the Learning Dashboard, allowing instructors to review the performance of individual students or entire classes.

Student data on learning objectives also generates a learning estimate that appears in the instructor's  Learning Dashboard. The learning estimate predicts how well a student will perform on a learning objective.



Summative Assessments

Summative assessments are scored, and they appear at the end of a section of content.  Summative assessments measure student mastery and grades are recorded in the course gradebook. Summative work is not calculated in a student's learning estimate. 


Personal Practice

Personal Practice activities are adaptive, formative assignments that generally appear at the end of a section of content prior to its paired summative assessment. These activities provide students with personalized practice to prepare them for the assessment. 

As a student works through content and answers Learn by Doing questions, the platform generates a learning estimate for each relevant learning objective. As the student completes the Personal Practice activities, the platform delivers questions determined by their learning estimate. 

Each Personal Practice activity contains core questions that all students receive. Students who have struggled with the material receive additional questions and content that scaffold up to these core questions. The scaffolded questions help lower-performing students prepare for questions that are similar to questions they may see on the quiz. If students begin an activity before they've done any work in the module, they will not have any learning estimates related to that content, and they will receive all the available questions. 

Students receive feedback as they answer questions, which helps them prepare for the quiz/test.  Students' scores are based on the percentage of these assignments completed. Each student’s performance against the learning objectives in the module determines the questions that the activity delivers: 

  • Low-performing students see additional low- and medium-level questions that scaffold up to the core questions that all students receive.
  • Mid-level-performing students see only the medium and core questions, but not as much as low-performing students do.
  • High-performing students see only the core questions and not any scaffolded questions.


Note: Data show that students who complete these adaptive activities perform better on module quizzes.  


Learning Estimates

A student's performance on formative practice provides data for learning estimates. The learning estimate is a model that Acrobatiq built to predict how well a student will perform on the learning objective on a summative assessment. 

For example, based on how a student answers formative questions against the learning objective Summarize the distribution of a categorical variable, the student's learning estimate will be categorized as low, medium, or high. These learning estimates determine the questions that students receive on the adaptive personal practice (if included in your course).

Note: Learning estimates appear on the Dashboard but are not student facing.