Course Content

The following outlines the main content types in your Oxford Insight courseware and their features:

Lesson Content

Oxford Insight realigns and breaks down content from the textbook into smaller lessons tagged to a single learning objective.

Each lesson integrates formative assessment with targeted feedback all tagged to learning objectives to drive data analytics.

As students practice what they have learned by engaging with these activities, they produce a rich data stream on the learning process called a learning estimate.


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 appears as follows: 


Learn by Doing (formative assessment)

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.

Student performance on formative activity questions within each lesson produces a learning estimate for each student that drives the adaptive Personal Practice.

  • 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.


Personal Practice

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

Each Personal Practice activity contains core questions that all students receive in addition to scaffolded questions to help lower-performing students.  Students receive feedback as they answer questions, which helps them prepare for the quiz/test. 

As a student works through content and answers Learn by Doing questions, the platform generates a learning estimate for each relevant learning objective. 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.

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' scores for Personal Practice activities in the gradebook are based on the percentage of these assignments completed.course_content_3.png

Note: Research data show that students who complete these adaptive activities perform better on chapter quizzes.  


Learning Estimates

As students practice what they have learned by engaging with the Learn by Doing formative activities, they produce a rich data stream on the learning process called a learning estimate which drives adaptive practice. The Learning Estimate is a model that predicts how well a student will do on a given learning objective in a summative assessment.  

The model gauges the difficulty level of the content being assessed, and then assigns the learner a Low, Medium, or High estimate based on their performance to date. 

What is taken into account for this measurement? The model figures out the difficulty level of the content being assessed, and the categories measure a learner’s ability accurately answer a high stakes assessment question relative to that content.

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


Quizzes (summative assessments)

Summative assessments are scored, and they appear at the end of a chapter of content.  Summative assessments measure student mastery and grades are recorded in the course Gradebook as a percentage of accuracy - ie X/100 where X is the number of questions in the assessment.

Summative work is not calculated in a student's learning estimate. 


Hand-in Assignments

Hand-in assignments give students a set of instructions for completing an assignment and submit it for grading by an instructor. Students can either upload a file, enter text into a short answer area, or add a link to a document or location such as a blog, YouTube, or Google Docs.

  • Hand-in assignments are not automatically graded but utilize an active rubric to assist with grading.  
  • Rubrics can be displayed to students to inform them how they will be graded for the assignment.