assessment methods

As part of your curriculum design process, you should carefully consider the design of your assessments. The assessment type or method you choose will depend on a range of factors, including the learning outcomes to be assessed, the number of students, and, in some cases, professional body requirements. As part of the annual review process, it is also important to review the assessment diet across the course and reflect on student and external examiner feedback.

To explore a wide variety of assessment formats and ideas, the University of Reading has produced an A–Z of assessment methods, which provides examples and inspiration to help course teams consider alternative and innovative approaches to assessment design.

Group assessments can sometimes feel like more effort than they are worth, but when designed well, they can be among the most valuable learning experiences students have. Effective group assessments are purposeful, clearly aligned to module learning outcomes, and particularly useful for evaluating students’ collaboration and teamwork skills. To ensure fairness, it’s important that each individual’s role and contribution can be assessed clearly — for example, by asking students to maintain a personal blog or reflective portfolio, or by using meeting minutes as evidence of participation. It is also advisable to include a robust peer assessment process as part of any group work activity.

To explore practical ways of making group work more effective and inclusive, the HEA report on group work provides detailed guidance, case studies, and strategies for managing cultural and language diversity in group-based assessment.

A synoptic assessment combines two or more modules of study into a one assessment. 

This method can combine assessments between modules and across subjects. It expects students to transfer knowledge and skills and helps them see how issues and themes connect. The QAA Code of Practice specifically defines it as: Assessment through a task that requires students to draw on different elements of their learning and show their accumulated knowledge and breadth and depth of understanding, as well as the ability to integrate and apply their learning (QAA, 2016)

Peer assessment can be used as part of group work activity (see above) or in smaller groupings of students. However, peer assessment should be robust and clearly moderated and overseen by the module tutor. Where peer assessment can be particularly useful is in formative assessment activities. For example, students could be split into pairs or small groups to provide peer reviews of each other’s essays (with guidance provided from the tutor) or in presentations and vivas where students contribute to the feedback of the assessment alongside the tutor.

• A student guide to university assessment, first year assessment and feedback project (pdf). This guide introduces new university students to the world of assessment in higher education. It answers common questions about assignments, exams, feedback, and coursework, helping students understand what to expect and how to prepare. With practical advice, examples, and reassurance, it’s designed to support a smooth transition from school to university study — encouraging confidence, independence, and academic success
• A staff guide to university assessment, first year assessment and feedback project (pdf). A practical guide to designing engaging, inclusive first-year assessments using the Fe Fi Fo Fun model. It offers principles and examples to promote learning, motivation, and effective feedback
• A short guide to oral assessment by Gordan Joughin (pdf). A practical guide to planning, conducting, and marking oral assessments. Learn how to use spoken assessment methods effectively and fairly. Ideal for lecturers designing authentic, communication-based learning activities
• Using assessment to support student learning by Graham Gibbs (pdf). This guide shows how assessment shapes student effort and performance more than teaching itself. Readers will learn a structured, evidence-based way to rethink and improve assessments in their courses. It equips educators with practical ideas, case studies, and diagnostic tools to make confident, context-specific improvements in student learning

Online assessment uses digital tools and services to allow students to submit formative or summative assessments, whether on or off campus, for marking, moderation, and feedback. A variety of technologies can support different assessment types, including those difficult to manage without an online solution.

For more information, see the supported tools and feedback methods (pdf), which comply with the University’s data retention and security policies. If you are considering an assessment tool not listed in this document, please contact the Digital Learning Service to discuss your ideas.

Some advantages of online assessment can include: 

• Immediate feedback, tailored to help students improve their knowledge and performance 
• Access for students in different geographical locations and at different times 
• Sophisticated reporting, allowing staff to refine the exercise or identify areas in which more instruction is needed 
• Ability to allow students to undertake online tests many times to assess and re-assess their knowledge 
• Efficiency for staff in providing some elements of feedback through well designed rubrics and automatic feedback statements 
• Students are able to access feedback remotely and in a consistent manner  
• The assessment and feedback can be revisited by both the staff and students whenever needed

A number of tools and systems are provided by the University that are designed to support assessment and feedback activities. If you need any advice or guidance in using the tools for assessment and feedback please contact Digital Learning. 

• MyBeckett Assignment (webpage). For the submission of documents for grading and feedback
• MyBeckett Quiz tool (webpage). Automated feedback can be included as part of quiz design
• MyBeckett Discussion tool (webpage). This page explains how to use the Discussion Board to create forums, threads, and replies, manage notifications, and engage students in discussions, including options for sub-groups and graded participation. It also provides guidance and links for both staff and students
• PebblePad – e-portfolio system which allows students to upload a range of files and formats for feedback from the tutor (particularly useful for students on placement
• Turnitin (webpage). For the submission of documents for grading & feedback, particularly where there is a requirement to check for academic integrity