Assessment is currently the cornerstone of measurement of attainment in education and as such must be valid, reliable, transparent and equitable. It must test what it says it will test in assignment briefs in ways that are clear to students, achievable, and actually test what a module or programme of learning sets out in its learning outcomes. This can be achieved in a variety of ways, each suitable for testing a variety, and sometimes different set, of skills.
The University of Reading has produced a six-page A-Z of assessment methods (PDF – 119KB), which provides examples of different assignments relevant to assessing written, practical (including laboratory and field-work) problem-based, work placements (including reflective assessments), performance and oral work.
The assignment types have been arranged alphabetically for ease of searching with a brief description of what’s involved. Links to both generic and subject-specific resources and case study examples are listed at the end of the table.
The assignments could be used either for formative assessment and/or summative assessment as well as potentially opening up opportunities for the use of peer and self-assessment. There are also lots of opportunities for incorporating the use of technologies in terms of their use in preparing the assignment, presenting the assignment and/or marking and providing feedback to students.
Download the A-Z of Assessment Methods here.