This table is intended as a quick overview of written assessment. The first four methods of assessment listed can easily be combined. More information below the table.
Written assessment methods rarely used at the Faculty of Natural Sciences and the Faculty of Technical Sciences, Aarhus University, are described under innovative assessment and written assignments in combination with an oral defence are described under oral assessments.
Methods of assessment | Pros | Cons | How to practice during the module |
---|---|---|---|
Students solve problems that can be answered with a number | Testing calculation and problem solving skills Highly reliable grading across different graders | Often focus on end-result and not on process | Theoretical exercises/tutorials Weekly assignments incl. feedback Problem solving in Blackboard/LMS |
Students write a short response to a large number of questions | Useful for testing a wide range of topics Less dependent on the speed of writing Often easier to correct compared to long answers | Word restriction requires digital assessment Correction criteria needed to increase grading reliability | Short answer test questions with word restriction in Blackboard/LMS Peer feedback exercises using assessment criteria |
Students write a long response to a small number of questions | Can test reasoning and analysing Assessment familiar to students Can avoid plagiarism and cheating | Challenge to cover the curriculum widely Takes longer to correct than short answer Correction criteria needed to increase grading reliability | Long answer-type questions in Blackboard/LMS Long answer-type written assignments Peer feedback exercises using assessment criteria |
Multiple choice/(multiple) true false Students select the best answer from 4 - more alternatives (or true/false). An alternative is to choose one or more alternatives (multiple response) | Useful for testing a wide range of topics Appropriate for recall and memorisation Can be used for decision making Can provide instant or quick feedback No focus on writing skills | The correct answer can be guessed (false positive) Time consuming to develop questions that test understanding | Multiple choice questions in Blackboard/LMS Student-generated multiple choice questions in PeerWise Skills training in sci2u.dk |
Student write a paper/report often based on practical or field work | Authentic Based on practical, theoretical or field work Ideal preparation for thesis (bachelor/master thesis) | Individual grades required for group project Can take a long time to assess | Exercises testing academic writing skills Lab report (or parts hereof such as ‘abstract’ ‘methods’, ‘analysis’) |
Students produce a visual poster | Visual format Easy to share between students Authentic Reduces correction time compared to take-home assignment | Visual design can be rated higher than content | Previous posters used as inspiration and to visualise assessment criteria |
The classical final assessment completing a module is a written exam on campus within a given number of hours.
The type of questions (e.g. multiple choice questions, short-answer or long-answer questions) used in the exam will influence the knowledge and skills tested as well as how much of the curriculum is covered. Some exams will also test the students’ ability to prioritise time. The aids allowed during the exam (e.g. books, notes, calculator, internet) likewise influence what is being tested. The use of computers can increase the authenticity of the assessment by providing spell check and internet access and thereby altering the type of exam. Digitisation can reduce the correction time, especially for exams with closed questions.
Written assessment can also include take-home exams (duration from 24 hours to a semester) or can be a collection of assignments produced during the module. These written assignments can be combined with an oral presentation or defence to secure that the student is in fact the author of the work. These types of assessment can be more authentic and can provide an opportunity to test creativity, research skills, and originality.
Smaller written assignments during the module on which students receive constructive feedback from teaching assistants and/or lecturer can replace parts of a final exam. Feedback can be given such that students will be able to apply it at subsequent assignments or at the final exam. The intention is that the lecturer spends less time correcting the final exam and more time giving feedback during the module.
Embedded assessment during the module can contribute a certain percentage of points to the final grade. The value of this percentage should reflect the amount of work that students are expected to put into the activities and the learning outcomes covered. This kind of assessment can include problem solving, short answer questions, multiple choice tests, etc.