Innovative assessment methods are here described as methods that are rarely used at the Faculty of Natural Sciences and the Faculty of Technical Sciences, Aarhus University. You find more information below the table and in the description of final practical assessment.
As we are very interested in exploring your experiences, ideas and knowledge about innovative assessments. Please contact Annika B. Lindberg and Ole E. Bjælde with your information about innovative assessment methods used within the Faculty of Natural Sciences and the Faculty of Technical Sciences.
Methods of assessment | Pros | Cons | How to practice during the module |
|---|---|---|---|
Students show a collection of products produced during the module (e.g. assignments, video, photos, ‘things’) | Collection of theoretical and/or practical assignments during module Can present a wide-ranging evidence of achievements Can be shown to prospective employers | Correction criteria can be difficult to develop if portfolio consist of wide-ranging evidence Can take long time to assess | A portfolio is a selection of assignments and/or products produced during the module. As such this assessment method is practised per default |
Based on available material the students have to take a decision | Authentic Based on "real-world" scenarios | Difficult to make all cases of the same difficulty Takes time to design and assess | Case-based teaching providing practise and feedback |
Innovative computer-based assessment Wide range of question types (matching, drop down, drag and drop, hot spot etc.) | Can use multimodal questions; e.g. videos, graphs, drop-down, matching etc. to make questions relevant to students Can be used to gamify assessment | Requires expertise in question design and technology | Advanced question types in Blackboard/LMS Online tools with gamification elements e.g. PeerWise, Kahoot!, etc. |
Objective structured practical/clinical exam Individual students are tested at several ‘stations’ for 5-15 minutes | Testing multiple practical/clinical skills quickly Can test high-level skills in authentic context (interpreting analysis, decision based on available information, making diagnosis etc.) | Limited use outside medical and clinical education Can be a costly and a logistic challenge Time-consuming to design the ‘stations’ | Practical/clinical work practiced during module |
Artefact Students display a product (e.g. engineering model, software program, video, drawings etc.) | Authentic Can be shown to potential employers The artefacts or photos can be stored to help future students | Difficult to assess if multiple assessors are used Specific assessment criteria needed | The artefact is often produced during the module Reflection exercises |
