Some hints on how to select appropriate assessment
methods
Now that we have looked at the different modes
of assessment and surveyed the broad range of assessment methods that
are available to the modern lecturer, let us by offer some practical
guidance on how to set about choosing which methods to use with your
own students. It is suggested that you do this by working through
the algorithm shown in Figure 2, which can be thought of as a sub-system
of the overall systems approach to course and curriculum design shown
in Figure 1.
Figure 2 : Algorithm for
selecting appropriate assessment methods
The various stages of the process should be tackled as
follows.
Stage 1 : Identifying the mode of assessment to be
employed
This will first involve determining whether the assessment
is to be:
- external or internal;
- formative or summative;
- terminal or continuous.
You will then have to establish (or, if you have some
control over matters, decide) whether the assessment is to be:
- norm-referenced, criterion-referenced or ipsative;
- closed-book or open-book;
- written, oral or situational;
- manual or computer-administered.
Finally, if the assessment is to be internal rather than
external, you will have to decide whether you wish to make any use of peer assessment
or self assessment.
Stage 2 : Determining what type of skills/competences
are to be assessed
If you are satisfied that you know exactly what type of
skills/competences you wish to assess, proceed directly to Stage 3. If not, clarify these
now, referring to the appropriate Course Module Descriptor (or the equivalent) or
consulting colleagues if necessary.
Stage 3 : Provisional selection of assessment method(s)
If you are an experienced teacher, you will probably be
able to choose an appropriate method (or mix of methods) for assessing a particular skill,
competence, etc on the basis of 'gut feeling' or instinct. If so, proceed directly to
Stage 4. If not, you may find the following general pointers of some assistance.
Assessing lower-cognitive skills/competences. Here,
the most obvious methods are tests or examinations of the objective or short-answer
type, although you may also wish to consider the use of short-notes questions.
Assessing higher-cognitive skills/competences. The
methods that are suitable for assessing lower-cognitive skills/competences are less
suitable here, although they can be used if a little ingenuity is employed. Tests,
examinations, and assignments based on extended-answer questions came into their own in
this area, as do other types of assignments and projects. Situational
assessment should also be considered, particularly if you are trying to assess a broad
group of skills or a multi-faceted competence.
Assessing affective skills/competences. These are
probably the most difficult type of all to assess. All the various methods that are
suitable for assessing higher-cognitive skills/competences can again be used in this area,
with oral assessment and portfolios being suitable methods in some cases.
Assessing psychomotor skills/competences. Here, the
various types of practical test clearly come into their own, as do the various
forms of situational assessment. Assignments and projects can also be
used to assess in this area.
Assessing interpersonal skills/competences. Here, it
is obviously necessary to set the students a task that requires them to use the
particular interpersonal skills/competences that you wish to test. Written communication
skills/competences can be tested by getting them to write an essay, produce a seminar
paper or report, and so on. Oral communication skills/competences can be tested by placing
them in a situation where they have to speak, eg by making them give an oral presentation
of some sort. Interpersonal and leadership skills/competences are probably best assessed
through some form of situational assessment, group project or portfolio,
and may well require some form of peer assessment to be incorporated.
When assessing groups of skills or multi-faceted
competences, it may be necessary to employ a battery of complementary assessment
methods, or to carry out the assessment in the context of an integrative activity such as
work-based experience or placement.
Stage 4 : Applying the criteria for 'good' student
assessment.
Here, the best way to proceed is probably to ask yourself
the following five questions:
- Will my chosen method(s) have sufficiently high validity?
- Will the method(s) be sufficiently reliable?
- Will the method(s) be sufficiently practicable?
- Will the method(s) be fair to the students?
- Will the method(s) be useful to the students?
It may not, of course, be possible to meet all these
criteria fully (eg when trying to balance the need for high validity with practicability),
but, whatever compromise you come up with, your assessment scheme must be fair to
the students.
Stage 5 : Determining whether you will be comfortable
with the chosen method(s).
There is no point in trying to use assessment methods with
which you yourself do not feel comfortable. If you are not happy with a particular method,
see if another method with which you would feel comfortable could be used instead,
or take appropriate steps to ensure that you will feel comfortable with the method
when you use it (eg by observing colleagues or undertaking staff development).
Stage 6 : Determining whether you will be allowed to use
the method(s).
This is so obvious a question that it is often not even
asked, but it is extremely important. Make sure that what you are proposing to do is
consistent with the Course Regulations and the appropriate Course Module
Descriptor (or the equivalent), and, if necessary, find out whether your
colleagues/subject leader/year leader/course leader/Head of School will be happy with your
plans. If not, persuade them or think again.
Stage 7 : Carrying out the assessment with your students
If your ideas have come through Stages 4 - 6 unscathed,
carry out any preparatory work needed to put them into practice. Good luck!
CLICK
HERE FOR EXERCISE 1
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