To effectively evaluate whether your students meet a subject's learning outcomes, you need to choose an appropriate assessment method.
Different assessment methods allow you to assess different skills. For example, while one method may ask students to demonstrate analytical skills, another may focus on collaboration. The method of assessment chosen will then inform the selection of an appropriate task.
To choose an appropriate assessment method, you must understand:
Considering these three aspects puts the student and their learning at the centre of learning design.
You can also download a PDF table of the definitions and examples.
Please note that these are examples and not an exhaustive and complete list.
| Method of Assessment | Definitions | Type of Assessment |
|---|---|---|
Application | Apply concepts and skills to known and new contexts Many assessment types can be aligned with this method- the discriminator for an application task is that it provides an authentic context for application of knowledge and skills. |
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Analytical | Draw connections between complex ideas, think critically, make judgments, and develop solutions. (Developing arguments, reflecting, evaluating, assessing, judging, problem solving) |
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Clinical | Activity in a clinic location that imitates a situation or process, to demonstrate learning and practical skills. (Applying theory, experiential learning, documenting, recording, observing, reporting, discussion, diagnosis) |
|
Collaborative | Work with others on a defined task and in ways where every individual contributes. If your assessment involves group work, ensure it complies with the Assessment – Conduct of Coursework Assessment and Examinations Procedure Guidelines on group assessment work. |
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Creative | Facilitate insight or change based on new and original approaches. This may involve a creative process and/or lead to a new and/or original product. (Imagining, visualising, designing, producing, creating, innovating, performing) |
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Evaluative | Engage in disciplined inquiry to make judgements based on evidence. (Questioning assumptions and bias, making judgements using a set of steps, justifying decisions and judgements, arguing, describing, advocating, negotiating, presenting) |
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Factual | Recall facts and basic concepts and explain ideas or concepts to demonstrate knowledge and understanding. (Recalling, describing, reporting, recounting, recognising, identifying, relating, and interrelating) |
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Field | Participate in work undertaken outside the University to gain knowledge through direct contact and observation. (Applying theory, experiential learning, documenting, recording, observing, reporting, discussion, diagnosis) |
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Meta Cognitive | Plan a task, monitor progress, self-assess, and adjust in accordance with self- assessment and understanding one’s own knowledge. (Identifying problems, posing problems, defining problems, analysing data, reviewing, designing experiments, planning, applying information) |
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Practical | Participate in a hands-on activity that involves practical experience. (Applying theory, problem solving, experiential learning, documenting, recording, observing, reporting) |
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Procedural | Identify and/or perform procedures and demonstrate techniques. (Computation, taking readings, using equipment, following laboratory procedures, following protocols, carrying out instructions) |
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Reflective | Reflect on experiences to support and guide learning, manage, and develop oneself. (Reflecting, questioning, revising, assessing what is known and not known, being self-directed, managing time, managing tasks, organising) |
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Research | Accessing, managing, and communicating information to answer a question or for a specific purpose. (Researching, investigating, interpreting, organising, reviewing, and paraphrasing information. Collecting data, searching, observing, interpreting, and managing information sources) |
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Work Integrated Learning [WIL] | Participate in authentic work-activities or activities closely related to work, as part of university-based learning |
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Source: Teaching @UNSW | Assessment Toolkit Aligning Assessment with Outcomes Document Version Date 07/08/2015 teaching.unsw.edu.au/aligning-assessment-learning-outcomes (Dunn, 2010, adapted from Nightingale et al., 1996). University of New South Wales
Methods of assessment can also be aligned with types of assessment, allowing for types of assessment to be altered at the offering level (ie. in subject outlines) without changing the assessment method.
If your criteria and standards focus on the skills and knowledge to be assessed, you can change elements such as:
Other elements should remain the same. These include: