Faculty can use selectables – short, copy-pasteable additions to AI prompts – to help generate higher-quality outputs with fewer iterations. Select the criteria that fit your assessment task, replace any XXX placeholders with course details, and run the prompt through Conestoga’s Copilot to protect institutional intellectual property. Always verify your AI output and apply professional judgement.

How to use

First, set your assessment design goal (e.g., “Redesign a formative essay to assess teamwork skills”). Next, add relevant “selectables” from the lists below to your prompt. Short phrases work best. Try to avoid selecting criteria that would contradict each other (e.g., “brief” and “comprehensive”). Finally, refine and add more quality criteria as you go through iterations.

Quality criteria (pick any or add your own)

• Directly map to course learning outcomes (MTCU, 2015).
• Describe the “why” of the assignment in student-facing language.
• Promote higher-order thinking (analysis, evaluation, creation).
• Use clear, inclusive language (Government of Ontario, 2005).
• Use consistent course and program terminology.
• Support evidence-based pedagogy.
• Chunk the assessment into manageable parts.
• Ensure compatibility with assistive technologies (W3C, 2018).
• Provide actionable feedback prompts (Nicol & Macfarlane-Dick, 2006).
• Offer dynamic assessment ideas with creative alternatives.
• Follow Conestoga’s Evaluation of Student Learning Policy.
• Ensure cultural relevance for Ontario’s diverse student population.
• Integrate academic integrity considerations (Conestoga College, 2024).
• Align with the Accessibility for Ontarians with Disabilities Act (AODA; Government of Ontario, 2005).

Resources / optional details to add (replace XXX)

• Align with XXX learning outcome.
• Align with XXX evaluation rubric.
• Level the complexity of the assessment for XXX Ontario college credential (certificate, diploma, advanced diploma, degree).
• Provide a sample answer at XXX level (e.g., pass / C).
• Ensure the assignment follows the XXX model or process (e.g., ADDIE, design thinking).
• Reference only this resource to build the assessment: XXX (upload or link).
• Target the assessment to XXX Bloom’s learning domain.
• Align with the XXX Essential Employability Skills framework (MTCU, 2005).
• Be appropriate for XXX student demographics (e.g., international, mature, apprenticeship, genZ, etc., ).
• Encourage/discourage MS Copilot use (XXX).
• Limit output to XXX words.
• Can be completed in an average of XXX hours.
• Reference XXX support resources offered by Conestoga (e.g., academic integrity, technical, library).

Additional instructions to include

• Create a student checklist to support assignment completion.
• Add scaffolded learning steps.
• Provide adaptable formats and templates.
• Suggest suitable MS Office / Copilot workflows.
• Double-check that all specified instructions were followed.
• Provide pros/cons and reasoning.
• Ground recommendations in evidence.
• Do not embellish or add unrelated content.
• Ask what else is needed to improve the output.
• Acknowledge when no suggestions fit.

Hot Tip

Are you getting too much content from your AI outputs? Try using these selectables to prioritize, limit, and refine:

• Highlight and prioritize the most essential instructions and resources.
• Emphasize the key information and resources most useful for faculty.
• Constrain output to ensure completion within this timeframe: XXX.
• Put Optional or More Information or an Example as an appendix for the assessment.

AI Prompt Examples

Goal: Redesign a 750-word reflective essay into a scaffolded formative assessment. Selectables: Directly map to CLO [XXX outcome]; Describe the why in student-facing language (Ambrose et al., 2010); Promote higher-order thinking; Provide a rubric with 3 bands (pass, competent, excellent); Give a sample pass-level answer at [pass]; Limit to 300 words; Ensure accessibility (W3C, 2018); Follow Conestoga policy.

Goal: Create a summative assessment with three alternative formats (individual report, multimedia portfolio, peer-reviewed presentation). Selectables: Directly map to CLO [XXX outcome]; Provide dynamic assessment ideas; Level complexity for [diploma]; Provide scaffolded checkpoints and formative feedback (Nicol & Macfarlane-Dick, 2006); Suggest MS Word/PowerPoint/Copilot workflows; Clarify Copilot permissions ([encourage/discourage]); Include pros/cons with reasoning; Limit output to 600 words.

References

Conestoga College. (2014). Evaluation of student learning policy V7. Conestoga College.

Conestoga College. (2024). Academic integrity policy. Conestoga College.

Government of Ontario. (2005). Accessibility for Ontarians with Disabilities Act, 2005.

Ministry of Training, Colleges and Universities. (2005). Essential employability skills framework. Government of Ontario.

Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.

World Wide Web Consortium. (2018). Web content accessibility guidelines (WCAG) 2.1.