Online assessment types and tools

Evaluation tasks may vary. Some of them are more common tasks like exams, tests and essays, but there are many other different types - both formal and informal. Below is given some examples of assessment types:

1. Short form and multiple-choice tests - usually do not test the higher order thinking skills. Short form tests are also known as objective tests. They include multiple choices, completion (or close), true-false and match types, of which the most commonly used multiple choice. Multiple-choice tests usually consist of a statement called a stem, and several alternative statements, one of which is the correct answer, while others are known as being distracted.

2. Short answer test - does not usually test higher order thinking skills A short answer question is a short answer, which consists of a phrase, a sentence or a short paragraph. For example, "briefly explain the purpose of formative assessment".

3. Essay - can test higher order thinking skills. Students are required to select, manage, and integrate material in a given topic. They also check writing skills and ability to create and develop arguments and use evidences to support them. Essays may vary from one page (about 300 written words) to ten pages (3000 words). Essays may be written under timed exam conditions or set as research assignments. The essay helps you to learn writing academic skills, including the formulation of arguments, provide evidence, material integration from sources, and referencing appropriately. You will synthesize and evaluate theoretical ideas and concepts and develop your research skills. In addition, you will learn academic and discipline specific writing conventions, while building on your own training, editing and revising skills. Essay is a flexible tool that can be used for a wide range of theoretical and analytical discussions.

4.Performance test - can test higher order thinking skills. Performance test involves practical work such as using analytical laboratory techniques or patient history or product development, such as a building project or computer software.

5.Written report - can test higher order thinking skills. A report is a common way to provide information and recommendations or conclusions related to a specific purpose. Reports are based on the collection and analysis of information using a discipline specific methodology and format. They can be used to evaluate laboratory experiments, field work or case studies.

6. Fieldwork/practicum tests - can test higher order thinking skills. Fieldwork experience and practical exercises provide the abilities for assessment to be performed on-site or subsequent to the experience. Fieldwork tests include job tests in specific cases or tasks, or may include the assessment of skills and abilities (in particular professional behaviors) in the workplace during the entire period of the practice. Field Work provides an opportunity for on-site work on a project in a context related to your discipline. Fieldwork provides an authentic context that links your classroom learning. These practical exercises give you the opportunity to demonstrate the skills or abilities that will be needed in real life. They may include training practice, client interview or laboratory experiment.

7. Projects - can test higher order thinking skills. Projects are an expanded work involving research-based activities. Projects can be small or large, performed by individuals or in groups, and their outcomes could be such as a report, a design, an artwork, a wiki, a poster, or a working product.

8. Presentations - can test higher order thinking skills. Presentations are usually made orally in the classroom according to a prepared theme and may include presentation tools such as PowerPoint or handouts. This assessment can be done individually or as a group. Presentations may vary, for example, role plays, group activities or seminars, conference presentations, discussions, product presentation, questions and answers time, and formal speeches. Oral presentations help you to learn oral communication and persuasive skills. You will learn how to organize arguments based on evidence, select the relevant material, and engage critically with ideas, developing your understanding and confidence. They not only encourage sharing ideas in the classroom, but also allow you to receive immediate feedback from your teacher and peers.

9. Case studies - can test higher order thinking skills. Case studies include situations, information and issues that give students deep learning opportunities. This could be real experience, including authentic details, or real experience where some elements are changed to avoid identification, or it could be completely hypothetical. The goal is to provide students with the opportunity to explore and apply skills and theories they have learned in the related study field. A case study is usually presented as a written or verbal report. Case studies apply theoretical ideas in practical contexts. They allow you to see the relevance of academic ideas, encourage you to use ideas creatively, and think side by side – it is important in order to prepare for your work place.

10. Posters - can test higher order thinking skills. A poster is a visual representation of a topic or learning outcomes. Posters can use a variety of media, including learning technologies, and can be created individually or in groups.

11. Journals - can test higher order thinking skills. Students write journals and blogs over a period of time, such as a semester, so that they could reflect on their learning experience. Journals give students the opportunity to express their feelings, thoughts and beliefs about learning content and process. And to reflect about themselves as learners who use informal writing style and structure. Journals encourage a continuous personal touch with learning. A less formal writing technique can encourage creative and lateral thinking about paper content. Journals can help you to evaluate your learning, integration of theory and practice, and integrate different kinds of knowledge. Journals are good way to foster dialogue between you and your teacher and to develop reflexive, written and analytical skills.

12. Portfolios. A portfolio is a purposeful student work collection showing effort, progress and achievements over time. Portfolios allow you to demonstrate your learning in a variety of ways and take responsibility for your learning progress. In a portfolio, you select the work items you want to add to represent your learning that took place in a specific paper. Portfolios promotes reflection, self-evaluation and continuous personal engagement, as well as demonstrating practical and creative abilities. In addition, they are a valuable source of information about your abilities for future employers.

13. Group work emphasizes collaborative learning, problem-solving and critical evaluation, and is a valuable preparation for the workplace. You can make use of complementary skills, deepen your understanding through interaction and discussion, and deal with a range of perspectives thereby enhancing your critical thinking skills. You can develop team skills and learn to work with a range of people.

14. Participation marks engage you with course learning and develop your ability to communicate and discuss ideas. These improve levels of participation in the class and provide immediate feedback on learning to you and your teacher.

15. Written preparation exercises encourage reading and teach academic reading and writing skills. They promote active, focused and critical reading of materials and enhance writing development, paper skills and competencies development. You and your teacher get regular feedback on learning progress. By promoting active participation, they provide your teacher with an effective way of evaluating your participation.

16. Examinations:

Closed book, fixed time period examinations provide evidence of your unaided work and allow integration of learning from the entire paper.

Closed book, prepared answers examinations encourage integration of ideas from a wider range of sources.

Open book or restricted book, fixed time examinations can reduce anxiety as they do not focus on memorization yet still provide evidence of your unaided work.

Information was prepared based on these sources and links:

Curtin Teaching and Learning. (2010). Developing Appropriate Assessment Tasks. In Teaching and Learning at Curtin 2010. (pp.22-46). Curtin University: Perth.

https://www.waikato.ac.nz/students/student-assessment/types-of-assessment/types-of-assessment-tasks

http://dera.ioe.ac.uk/7800/1/AssessmentforLearning.pdf

You could also find more information about types of assessment tasks, their advantages and disadvantages using those sources and links.