Choosing a form of assessment
Posted by @natasabrouwer on April 16, 2022, 2:19 p.m.About
When choosing a form of assessment, it's important to align the choice with the learning outcomes (learning objectives) and teaching methods (Biggs & Tang, 2011), see figure 1.
Figure 1: constructive alignment (Biggs & Tang, 2011)
The Bloom wheel (see figure 2) shows the bloom taxonomy accompanied by examples of associated active verbs and examples of related forms of assessment.
Figure 2: Bloom wheel with associated active verbs and related forms of assessments.
In table 1 (see below) the most common forms of assessment of FNWI are shown accompanied with examples of the forms, the most important type of assessment and appropriate teaching methods. More information about digital assessments can be found here.
Table 1: forms of assessments fnwi, examples, types of assessment and teaching methods
|
forms of assessments |
examples |
most important type of assessment* |
teaching method** |
|
assignments |
programming |
d |
cp |
|
homework |
d |
cp, ex, le, lab, pra, pro, f, wg |
|
|
research |
d |
wg |
|
|
peerassessment |
180 degree feedback |
d |
cp, lab, pra, f, wg |
|
peerassessment |
d |
cp, lab, pra, f, wg |
|
|
written exam |
(mix of) multiple choice |
s |
le, wg, ss |
|
open questions |
d (little questions) and s (many questions) |
cp, ex, le, lab, pra, pro, f, wg, ss |
|
|
case based questions |
s |
cp, ex, le, lab, pra, pro, f, wg, ss |
|
|
skills assessment |
computer skills (applying professional software) |
s |
cp |
|
practical (programming, labwork) |
d |
cp, ex, lab, pra, f, wg |
|
|
presentation |
d |
pra, pro, wg |
|
|
internship |
d and s |
int |
|
|
paper/essay |
essay |
d and s |
ex, le, pra, pro, f, wg, ss |
|
analysis |
d and s |
cp, lab, pra, pro, f, wg |
|
|
literature review |
d and s |
le, pra, pro, wg, ss |
|
|
project |
process report |
d and s |
pro, su |
|
presentation |
d and s |
pro, p, wg |
|
|
project report |
d and s |
cp, ex, le, lab, pra, pro, su, f, wg, ss |
|
|
reflection report |
log |
d and s |
cp, ex, lab, pra, pro, f |
|
self evaluation report |
d and s |
lab, pra, pro, int, f, wg |
|
|
specific types of assessment |
role play |
d and s |
pra, wg |
|
film assignment |
d and s |
pra, wg |
|
|
weblog |
d and s |
ex, pra, f, wg, ss |
|
|
debate |
d and s |
ex, pra, pro, wg |
|
|
brochure |
d and s |
ex, pra, pro, wg |
|
|
prototype |
d and s |
cp, lab, pra, pro, wg |
|
|
field work |
d and s |
ex, f |
|
|
poster(-presentation) |
d and s |
cp, ex, le, lab, pra, pro, f, wg |
|
|
portfolio |
d and s |
cp, ex, lab, pra, pro, int, f, wg |
|
|
participation |
s |
cp, ex, lab, pra, pro, int, f, wg |
|
|
graduation work |
research project: proposal, experimental work, research report and colloquium, article, literature research, bachelor project report |
s |
le, int, su, f |
*: types of
assessments:
Diagnostic (also called formative) assessment states hat feedback
is more important than getting a grade.
Summative assessment means that the assessment must meet
the standardized quality criteria (validity, reliability and transparency) to publish
adequate grades.
**: teaching methods: cp: computerpractical, ex: excursion, f: fieldwork, int: internship, lab: laboratorium, le: lecture, pra: practical, pro: project, ss: self-study, su: supervision, wg: workgroup
Original author: Susan Voogd
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