what is assignment based exam

Skip to Content
Skip to Main Navigation
Skip to Search

Indiana University Bloomington Indiana University Bloomington IU Bloomington

Course Development Institute
Programmatic Assessment
Instructional Technology
Class Observations and Feedback
Online Course Review and Feedback
New Faculty Programs
History of SoTL
SOTL Resources
IUB Database
Featured SoTL Activity
Intensive Writing
Faculty Liaison
Incorporating and Grading Writing
Writing Tutorial Services
Cel Conference
CEL Course Development Institute
ACE Program
Community Partners
CEL Course Designation
CEL during COVID-19
Annual AI Orientation
Classroom Climate Modules
GTAP Awardees
Graduate Student Learning Communities
Pedagogy Courses for Credit
Diversity Statements
Learning Communities
Active Learning
Frequent and Targeted Feedback
Spaced Practice
Transparency in Learning and Teaching
Faculty Spotlights
Preparing to Teach
Decoding the Disciplines
Backward Course Design
Developing Learning Outcomes
Syllabus Construction
How to Productively Address AI-Generated Text in Your Classroom
Accurate Attendance & Participation with Tophat
Designing Assignments to Encourage Integrity
DEI and Student Evals
Engaging Students with Mental Health Issues
Inclusive and Equitable Syllabi
Creating Accessible Classrooms
Proctoring and Equity
Equitable Assignment Design
Making Teaching Transparent
DEIJ Institute
Sense of Belonging
Trauma-Informed Teaching
Managing Difficult Classroom Discussions
Technology to Support Equitable and Inclusive Teaching
Teaching during a Crisis
Teaching for Equity
Supporting Religious Observances
DEIJ Resources
Test Construction
Summative and Formative Assessment
Classroom Assessment Techniques

Authentic Assessment

Alternatives to Traditional Exams and Papers

Assessment for General Education and Programmatic Review
Rubric Creation and Use
Google Suite
Third Party Services: Legal, Privacy, and Instructional Concerns
eTexts and Unizin Engage
Next@IU Pilot Projects
Web Conferencing
Student Response Systems
Mid-Semester Evaluations
Teaching Statements & Philosophies
Peer Review of Teaching
Teaching Portfolios
Administering and Interpreting Course Evaluations
Temporary Online Teaching
Attendance Policies and Student Engagement
Teaching in the Face of Tragedy
Application for an Active Learning Classroom
Cedar Hall Classrooms
Reflection in Service Learning
Discussions
Incorporating Writing
Team-Based Learning
First Day Strategies
Flipping the Class
Holding Students Accountable
Producing Video for Courses
Effective Classroom Management
Games for Learning
Quick Guides
Mosaic Initiative
Kelley Office of Instructional Consulting and Assessment

Center for Innovative Teaching and Learning

Teaching Resources
Assessing Student Learning

In designing assessments or assignments for a course, instructors often think of exams or term papers, but there are many other types of assessments that may be appropriate for your course. If you are willing to think creatively about assignments that go beyond traditional exams or research papers, you may be able to design assignments that are more accurate reflections of the kind of thinking and problem-solving you want your students to engage in. In addition, non-traditional assignments can boost students’ motivation.

In developing creative assessments of your students’ learning, it is helpful to think about exactly what you want to assess. The questions below will help you focus on exactly what skills and knowledge your assessment should include.

Do you want to assess your students’ acquisition of specific content knowledge, or their ability to apply that knowledge to new situations (or both)?
Do you want to assess a product that students produce, or the process they went through to produce it, or both?
writing ability
speaking skills
use of information technology
Is a visual component to the assessment necessary or desirable?
Is the ability for students to work in a group an important component of the assessment?
Is it important that the assessment be time-constrained?

To help you think outside the box in developing assessments of your students’ learning, here are some alternatives to multiple-choice exams that can be used in many disciplines and contexts. They are organized based on what kinds of cognitive processes or skills they require.

Alternatives that draw on students’ creativity:

Advertisement
Development of a product or proposal (perhaps to be judged by external judges)
Diary entry for a real or fictional character
Letter to a friend explaining a problem or concept
Performance: e.g., a presentation to the class or a debate
Poem, play, or dialogue
Web page or video
Work of art, music, architecture, sculpture, etc.
Newspaper article or editorial

Alternatives that require analysis or evaluation:

Analysis and response to a case study
Analysis of data or a graph
Analysis of an event, performance, or work of art
Chart, graph, or diagram with explanation
Legal brief
Review of a book, play, performance, etc.
Literature review
Policy memo or executive summary
Diagram, table, chart, or visual aid

Alternatives that require work similar to what is required for a term paper, but that result in shorter documents:

Annotated bibliography
Introduction to a research paper or essay (rather than the full paper)
Executive summary
Research proposal addressed to a granting agency
Scientific abstract
Start of a term paper (the thesis statement and a detailed outline)

Alternatives that require only that students understand course material:

Explanation of a multiple-choice answer (students must explain why the answer they chose to a multiple-choice question is correct, or why the alternative answers are wrong)
Meaningful paragraph (given a list of specific terms, students must use the terms in a paragraph that demonstrates that they understand the terms and their interconnections)
Short-answer exam (rather than asking multiple-choice questions, make some questions short-answer, to require students to show their understanding of key concepts)

Alternatives that require integration of many skills and types of knowledge:

Poster (which could be presented to the class or a larger audience in a poster session)
Portfolio to demonstrate improvement or evolution of work and thinking over time
Powerpoint presentation
Reflection by students on what they have learned from an experience

Who Is Doing This at IUB

Ben Motz, in the department of Psychological and Brain Sciences, assesses his students’ understanding of concepts in his cognitive psychology course by asking them to produce 60-second public service announcements about the concepts. He describes the project in this CITL faculty spotlight . He has also created a course in which students apply concepts of probability and techniques of statistical analysis to managing fantasy football leagues. His course is described in this news release .

Professor Leah Shopkow, in the department of History, has her students create posters to demonstrate their understanding of concepts in her medieval history class. The students present the posters in a poster session that is open to the public.

Learning Outcomes

Walvoord, Barbara and Virginia Anderson (1998). Types of assignments and tests. Appendix B in Effective Grading: A Tool for Learning and Assessment. San Francisco: Jossey-Bass, pp. 193 – 195.

For More Help or Information

For help in designing creative assignments, contact the CITL to meet with a consultant.

Center for Innovative Teaching & Learning social media channels

Useful indiana university information.

Campus Policies
Knowledge Base
University Information Technology Services
Office of the Vice Provost for Undergraduate Education
Office of the Vice Provost for Faculty and Academic Affairs
Faculty Academy on Excellence in Teaching
Wells Library, 2nd Floor, East Tower 1320 East Tenth Street Bloomington, IN 47405
Phone: 812-855-9023

Have any questions ?
+971 552272114
[email protected]

Links with the Industry
Our Partners
Online Executive MBA - CMU
MBA – Strategic Management & Leadership - CMU
MBA International - CCCU
MBA International (Top- up)
MBA - University of Gloucestershire (GLOS)
MBA with Global Business Administration (GLOS)
MBA with Global Business Administration with Marketing Intelligence and Big Data (GLOS)
MBA with Global Business Administration with Cyber Governance and Digital Transformation (GLOS)
MBA with Global Business Administration with Financial Services Management (GLOS)
MBA with Global Business Administration with Applied Entrepreneurship, Design Thinking and Innovation (GLOS)
MBA in Global Business Administration with International Tourism and Hospitality Management (GLOS)
MBA with Supply Chain Management - Abertay University
MBA with Healthcare Management - Abertay University
MBA with HR and Organizational Psychology - Abertay University
MBA with Finance and Risk Management - Abertay University
MBA with Engineering Management - Abertay University
MBA with Information Technology - Abertay University
MBA with Educational Leadership - Abertay University
MBA with Health and Safety Leadership - Abertay University
MBA with Management of Public Health
MBA with Cyber Governance and Law - Abertay University
MBA with Entrepreneurship & Innovation - Abertay University
MBA with Business Analytics - Abertay University
MBA with Operations and Project Management - Abertay University
MBA with Marketing Intelligence & Big data - Abertay University
MBA with Sales and Marketing - Abertay University
Executive MBA in HR Management and Analytics - UCAM
Executive MBA in Business Operations
Executive MBA in Logistics and Supply Chain Leadership - UCAM
Executive MBA in Global Business Management - UCAM
Executive MBA in Engineering Management - UCAM
Executive MBA in Healthcare Leadership - UCAM
Executive MBA in Information Technology Leadership - UCAM
MBA with Sales & Marketing - UCAM
MBA with Specialization - Girne American University
CMI L7 Strategic Management and Leadership Practice
MSc Digital Marketing and e-Business
MSc Accounting and Finance (CIMA Gateway)
MSc. Construction and Project Management
Masters in Data Science and Artificial Intelligence (AI)
BSc (Hons) Business with International Business Management (LJMU)
BSc (Hons) Business with Finance (LJMU)
BSc (Hons) Business with Digital Marketing (LJMU)
BSc (Hons) Computer Science - LJMU
BSc (Hons) Business Psychology with Human Resource Management - LJMU
BA (Hons) in Fashion: Design and Communication - LJMU
BA (Hons) Media, Culture and Communication - LJMU
BA (Hons) Sports Business - LJMU
BSc (Hons) Business Management - CCCU
BA (Hons) Accounting and Finance - GLOS
BA (Hons ) Business Management - ABERTAY
BA (Hons) Business Management with Business Analytics - ABERTAY
BA (Hons) in Business with Digital Marketing - Abertay University
BA (Hons) in Business with Finance - Abertay University

Doctorate of Business Administration - UCAM
Doctorate of Business Administration - Abertay University
Postgraduate Diploma in Procurement & Contract Management
Postgraduate Diploma in Sales & Marketing Management
Postgraduate Diploma in Supply Chain Management and Logistics
Postgraduate Diploma in Healthcare Management and Leadership
Postgraduate Diploma in Tourism and Hospitality Management
Postgraduate Diploma in Human Resource Management | HRM
Postgraduate Diploma in Finance & Risk Management
Postgraduate Diploma in Engineering Management
Postgraduate Diploma in Project Management
Certificate in Strategic Management and Leadership Practice
CMI Programs
Diploma in Business Psychology
Diploma in Fashion Illustration
Diploma in Supply Chain and Logistics Management
Diploma in Business Analytics
Diploma in Information Technology
Diploma in Finance and Risk Management
Diploma in Business Management
Diploma in Fashion Design
Diploma in Healthcare Management and Leadership
Diploma in Business Finance
Diploma in Digital Marketing
Diploma in Operations and Project Management
Diploma in Engineering Management
Diploma in Human Resources & Organizational Culture
Diploma in Computing
Diploma in Film and Media
Diploma in Sports Management
ACCA – Association Chartered Certified Accountants
Higher National Diploma in Art and Design (Fashion)
Higher National Diploma in Computing
HND in Counselling and Applied Psychology
Higher National Diploma In Business
Higher National Diploma in Sport
BTEC Level 3 National Foundation Diploma in Business
Master of Arts in Leadership in Education
Master of Arts in Education
Postgraduate Certificate in Education (International) - LJMU

Postgraduate Certificate in Education International (PGCEi)
Notable Westford Alumni
Student Interview
DBA Candidates
Research Journals
Humans Of Westford
MBA Decoded
Mentorship program
International Immersion Program
Toastmaster Club
Accommodation Partner- Nest
International Student Research Conference
International Faculty Research Conference (IFRC)
Student Recruitment Drive
Westford for Business
August 5, 2020
Management Articles
3 Minutes Read

Assignment based evaluation Vs Exam based evaluation for management programs – Merits for Executive MBA students

Assignment and examination-based evaluation are two of the most common assessment methods for evaluating the progress of students in their learning. Moreover, the essential purpose of evaluating student learning is to determine whether the students are achieving the learning outcomes laid out for them.

Assignment based evaluation Vs Exam based evaluation

Now the big question is, which one is more effective? An assignment-based evaluation or an exam-based evaluation.

Research and records indicate that, over the last 40 years in the United Kingdom and other nations, the assignment-based evaluation or completion of the module assessment of higher education coursework (postgraduate, Master’s & Ph.D.) has significantly enhanced. This has been exemplified in numerous academic research articles. It is likewise recognized that a higher proportion of learners themselves chose to be assessed along with the basis of coursework or assignment. The study also shows that the assignment-based assessment continues to yield a better score than the examination alone. A well-known researcher on this subject in 2015, John T.E. Richardson, found that student examination-based performance is more common. In its conclusions, the researcher emphasized the lack of feedback in an examination-based appraisal and its deficiency in the proper evaluation of the scope and depth of learning per se. The researcher also reasoned that, rather than promoting successful learning, an exam-based assessment merely measures knowledge at the particular moment, it means that the student’s examination experience does not make a reasonable contribution to learning compared to the way the assignment-based evaluation does. However, the review-based evaluation cannot be rejected; a blended methodology can be implemented. The evaluation of the coursework has to be given more attention because it provides students with a stronger learning experience.

Advantages of Assignment based evaluation

Needless to mention, assignment-based assessments can encourage higher teaching and learning experiences for students to think critically, develop new perspectives, resolve problems, navigate incidents, and ask the right questions. The project results in better learning skills for students in general. Here are some of the distinct benefits of assignment-based evaluation:

Enhances cognitive and analytical capabilities – The rational reasoning of students is strengthened. They will get the opportunity to exercise and develop their mental and innovative ability. Assignments offer students a chance to experiment while becoming unconventional. It offers students the ability to be more productive and flexible.
Learners become research-oriented – Through their assignments, students are required to carry out an in-depth study of their specific topic. By doing so, they are throwing out different theories and exploring their subject. Research on their assignment experience also enhances the student’s practical and thought-provoking skills at a professional level.
Increases cognizance and understanding about the topic — Assignments allow students to understand the technical and practical information about their subject that they cannot completely grasp in theory. Students become more aware of various insightful principles and perspectives through their coursework, which ultimately leads to the rational development of a framework for their topic.
Improves the technical writing skills – Students are likewise expected to compose their assignments in the form of reports and on a certain study or scenario. The writing skills and talents are strengthened in this way. In the long term, students can articulate their thoughts and ideas more efficiently.

At Westford University College (WUC), we have implemented an assessment-based evaluation approach to assess the learning of our students. We periodically assess our MBA students with assigned coursework (assignment) to read their writing and work skills, discernment of the subject, and overall success in their course. We assume that high quality and equal evaluation are important to the development of effective learning.

get in touch

Phone Number

Latest Blogs

PGCEi Virtual Open Day: A Gateway to Transformative Teaching

Safeguarding Success: Unlocking the Power of Occupational Health and Safety in the Workplace

Transformative Power of Internships during your bachelor’s Program

Transforming Decision-Making Through Big Data

Uniting Communities Through Compassion and Service – A Westford WeCares Initiative!

Established in 2009, The Westford University College is the most trusted executive educational institution in UAE, providing flexible learning and affordable programs for regular students and working professionals (Perfect ‘Work-Life-Study’ Balance). We provide top rated MBA Programs, Bachelors Courses, Professional Programs and corporate training. 13300+ students, 80+ Courses, 130+ Nationalities, 20+ Academic Partners, 14+ years in the market.

Our Student Base

Mba programs.

Cardiff Met MBA (Advanced Entry)
MBA – Cardiff Metropolitan University
MBA – Healthcare Management
MBA – Supply Chain and Logistics Management
MBA – Engineering Management
MBA – Information Technology
MBA – HR & Organizational Psychology
MBA – Project Management
MBA – International
MBA - University of Gloucestershire
MBA with Specialization - GAU
MBA – Education Leadership
UCAM MBA Executive

Bachelors Programs

BSc (Hons) in Business with Finance
BSc (Hons) in Business with Digital Marketing
BSc (Hons) in Business with International Business
BA (Hons) in Media, Culture and Communication
BSc (Hons) in Business Psychology with Human Resource Management

Diploma Coures

Diploma in Business Finance
Diploma in Human Resources & Organizational Culture
PG Diploma in Engineering Management
PG Diploma in Retail Management
PG Diploma in Sales & Marketing Management
HND in Art and Design
HND in Computing

Other Programs

Teacher Training

Ready to get started ? Talk to us today

Al Taawun Campus Tejara 3, Al Taawun, Sharjah, UAE

Privacy Policy
Anti-Bribery & Corruption Policy
Data Protection Policy
Equality & Diversity Policy
Environmental Policy
Refund Policy

Thank you for showing interest in SNATIKA Programs.

Our Career Guides would shortly connect with you.

For any assistance or support, please write to us at info@snatika.com

You have already enquired for this program. We shall send you the required information soon.

+234 1 8880 209 +27 21 825 9877 + 1 347 855 4980 + 44 20 3287 6900
info@snatika.com

Strategic Management and Leadership (MBA)

Business Administration (MBA )

Project Management (MBA)

Risk Management (MBA)

Oil & Gas Management (MBA)

Engineering Management (MBA)

Facilities Management (MBA)

Project Management (MSc)

Risk Management (MSc)

Business Management & Strategy (BA Hons)

Business Administration (BBA)

Strategic Management & Leadership Practice (Level 8)

Strategic Management & Leadership (Level 8)

Diploma in Quality Management ( Level 7)

Diploma in Operations Management (Level 7)

Diploma for Construction Senior Management (Level 7)

Diploma in Strategic Management and Innovation (Level 7)

Diploma in Management Consulting (Level 7)

Diploma in Executive Management (Level 7)

Diploma in Business Management (Level 6)

Certificate in Security Management (Level 5)

Diploma in Strategic Management Leadership (Level 7)

Diploma in Project Management (Level 7)

Diploma in Risk Management (Level 7)

Finance (MBA)

Accounting and Finance (MSc)

Accounting & Finance (MBA)

Accounting and Finance (BA)

Diploma in Asset-based Lending (Level 7)

Diploma in Accounting and Business (Level 6)

Diploma in Wealth Management (Level 7)

Diploma in Capital Markets, Regulations, and Compliance (Level 7)

Certificate in Financial Trading (Level 6)

Diploma in Accounting Finance (Level 7)

Education Management (MBA)

Coaching and Mentoring (MBA)

Education Management and Leadership (MA)

Coaching and Mentoring (MA)

Diploma in Education and Training (Level 5)

Diploma in Early Learning and Childcare (Level 5)

Diploma in Teaching and Learning (Level 6)

Diploma in Translation (Level 7)

Diploma in Career Guidance & Development (Level 7)

Certificate in Research Methods (Level 7)

Diploma in Continuing Professional Development (CPD) for Leadership (Level 7)

Certificate in Academic and Professional Skills Development (Level 6)

Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (Level 4)

Diploma in Education Management Leadership (Level 7)

Diploma in Coaching Mentoring (Level 7)

Health & Safety Management (MBA)

Health and Social Care Management (MBA)

Health and Social Care Management (MSc)

Diploma in Psychology (Level 5)

Diploma in Health and Wellness Coaching (Level 7)

Diploma in Health and Social Care Management (Level 6)

Diploma in Health Social Care Management (Level 7)

Human Resource Management (MBA)

Human Resources Management (MA)

Human Resources Management (MSc)

Diploma in Human Resource Management (Level 7)

Cyber Security (MBA)

Data Science (MBA)

Information Technology (BSc Hons)

Cyber Security (BSc Hons)

Diploma in Data Science (Level 7)

Diploma in Cyber Security (Level 5 & Level 4)

Diploma in Information Technology (Level 6)

Diploma in IT - E-commerce (Level 5 & Level 4)

Diploma in IT - Networking (Level 5 & Level 4)

Diploma in IT - Web Design (Level 5 & Level 4)

International Law (MBA)

International Law (LLM)

Certificate in Paralegal (Level 7)

Diploma in International Business Law (Level 7)

Shipping Management (MBA)

Logistics and Supply Chain Management (MBA)

Logistics and Supply Chain Management (MSc)

Diploma in Procurement and Supply Chain Management (Level 7)

Diploma in Logistics and Supply Chain Management (Level 6)

Diploma in Logistics Supply Chain Management (Level 7)

Marketing (MBA)

Strategic Marketing (MSc)

Diploma in Brand Management (Level 7)

Diploma in Digital Marketing (Level 7)

Diploma in Professional Marketing (Level 6)

Diploma in Strategic Marketing (Level 7)

Public Administration (MBA)

Public Administration (MA)

Police Leadership And Management (MSc)

Diploma in International Trade (Level 7)

Certificate in Public Relations ( Level 4)

Diploma in International Relations (Level 7)

Diploma in Public Administration (Level 7)

Diploma in Police Leadership Management (Level 7)

Tourism & Hospitality Management (MBA)

Tourism & Hospitality (MBA)

Tourism and Hospitality Management (MSc)

Tourism & Hospitality (BA)

Diploma in Facilities Management (Level 7)

Diploma in Tourism & Hospitality Management (Level 6)

Certificate in Golf Club Management (Level 5)

Diploma in Tourism Hospitality Management (Level 7)

Learner Stories
Recruitment Partner
Privacy Policy
Terms & Conditions

All Doctorate Programs

Doctorate Program in Strategic Management and Leadership Practice - OTHM - Level 8
Doctorate Program in Strategic Management and Leadership - QUALIFI - Level 8

All Masters Programs

Masters Program in Strategic Management and Leadership - LGS - MBA
Masters Program in Strategic Management and Leadership - UOG - MBA
Masters Program in Project Management - LGS - MSc
Masters Program in Risk Management - LGS - MSc
Masters Program in Business Administration - UCAM - MBA
Masters Program in Business Administration - Risk Management - UCAM - MBA
Masters Program in Business Administration - Project Management - UCAM - MBA
Masters Program in Business Administration - EIE - MBA
Masters Program in Business Administration - Oil & Gas Management - UCAM - MBA
Masters Program in Business Administration - Engineering Management - UCAM - MBA
Masters Program in Business Administration - Facilities Management - UCAM - MBA
Masters Program in Business Administration - Shipping Management - UCAM - MBA
Masters Program in Strategic Management and Leadership – ARDEN UNIVERSITY – MBA
Masters Program in Accounting and Finance - LGS - MSc
Masters Program in Accounting and Finance - UOG - MSc
Masters Program in Business Administration - Finance - UCAM - MBA
Masters Program in Business Administration - Accounting & Finance - EIE - MBA
Masters Program in Accounting and Finance - ARDEN UNIVERSITY - MSc
Masters Program in Coaching and Mentoring - LGS - MA
Masters Program in Education Management and Leadership - LGS - MA
Masters Program in Business Administration - Education Management - UCAM - MBA
Masters Program in Business Administration - Coaching & Mentoring - UCAM - MBA
Masters Program in Health and Social Care Management - LGS - MSc
Masters Program in Business Administration - Health & Social Care Management - UCAM - MBA
Masters Program in Business Administration - Health & Safety Management - UCAM - MBA
Masters Program in Human Resources Management - LGS - MA
Masters Program in Human Resources Management - UOG - MSc
Masters Program in Business Administration - Human Resource Management - UCAM - MBA
Masters Program in International Law - LGS - LLM
Masters Program in Business Administration - International Law - UCAM - MBA
Masters Program in Logistics and Supply Chain Management - LGS - MSc
Masters Program in Business Administration - Logistics & Supply Chain Management - UCAM - MBA
Masters Program in Public Administration - LGS - MA
Masters Program in Police Leadership and Management - LGS - MSc
Masters Program in Business Administration - Public Administration - UCAM - MBA
Masters Program in Strategic Marketing - LGS - MSc
Masters Program in Business Administration - Marketing - UCAM - MBA
Masters Program in Tourism and Hospitality Management - LGS - MSc
Masters Program in Business Administration - Tourism & Hospitality - UCAM - MBA
Masters Program in Business Administration - Tourism & Hospitality - EIE - MBA
Masters Program in Business Administration - Cyber Security - UCAM - MBA
Masters Program in Business Administration - Data science - UCAM - MBA

All Bachelor Programs

Bachelors Program in Business Management & Strategy - UOG - BA (Hons)
Bachelors Program in Business Administration – eie – BBA
Bachelors Program in Information Technology - UOG - BSc (Hons)
Bachelors Program in Cyber Security - UOG - BSc (Hons)
Bachelors Program in Tourism & Hospitality Management – eie – BA
Bachelors Program in Accounting and Finance – eie – BA

All Professional Programs

Professional Diploma in Asset-Based Lending - QUALIFI (Level-7)
Professional Diploma in Accounting and Business - OTHM (Level-6)
Professional Diploma in Wealth Management (Level-7)
Professional Certificate in Financial Trading (Level-6)
Professional Diploma in Capital Markets, Regulations, and Compliance (Level-7)
Professional Program in Accounting and Finance – OTHM – Level 7
Professional Diploma in Executive Management - QUALIFI (Level-7)
Professional Diploma in Strategic Management and Innovation - QUALIFI (Level-7)
Professional Diploma in Business Management - OTHM (Level-6)
Professional Diploma in Quality Management (Level-7)
Professional Certificate in Security Management (Level-5)
Professional Diploma for Construction Senior Management (Level-7)
Professional Diploma in Operations Management (Level-7)
Professional Diploma in Management Consulting (Level-7)
Professional Program in Strategic Management and Leadership – OTHM – Level 7
Professional Program in Risk Management – OTHM – Level 7
Professional Program in Project Management – OTHM – Level 7
Professional Diploma in Continuing Professional Development (CPD) for Leadership - QUALIFI (Level-7)
Professional Diploma in Early Learning and Childcare - QUALIFI (Level-5)
Professional Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice - OTHM (Level-4)
Professional Certificate in Research Methods - OTHM (Level-7)
Professional Certificate in Academic and Professional Skills Development - OTHM (Level-6)
Professional Diploma in Teaching and Learning - OTHM (Level-6)
Professional Diploma in Career Guidance & Development (Level-7)
Professional Diploma in Translation (Level-7)
Professional Diploma in Education and Training - OTHM (Level-5)
Professional Program in Education Management and Leadership – OTHM – Level 7
Professional Diploma in Cyber Security - QUALIFI (Level-4 & 5)
Professional Diploma in Data Science - QUALIFI (Level-7)
Professional Diploma in IT - E-commerce - QUALIFI (Level-4 & 5)
Professional Diploma in IT - Networking - QUALIFI (Level-4 & 5)
Professional Diploma in IT - Web Design - QUALIFI (Level-4 & 5)
Professional Diploma in Information Technology - OTHM (Level-6)
Professional Diploma in Health and Wellness Coaching - QUALIFI (Level-7)
Professional Diploma in Psychology - OTHM (Level-5)
Professional Diploma in Health and Social Care Management - OTHM (Level-6)
Professional Program in Health & Social Care Management – OTHM – Level 7
Professional Diploma in Logistics and Supply Chain Management - OTHM (Level-6)
Professional Diploma in Procurement and Supply Chain Management (Level-7)
Professional Program in Logistics & Supply Chain Management – OTHM – Level 7
Professional Diploma in Tourism & Hospitality Management - OTHM (Level-6)
Professional Certificate in Golf Club Management (Level-5)
Professional Diploma in Facilities Management (Level-7)
Professional Program in Tourism & Hospitality Management – OTHM – Level 7
Professional Diploma in Professional Marketing (Level-6)
Professional Diploma in Brand Management (Level-7)
Professional Diploma in Digital Marketing (Level-7)
Professional Program in Coaching and Mentoring – OTHM – Level 7
Professional Program in Strategic Marketing – OTHM – Level 7
Professional Certificate in Paralegal (Level-7)
Professional Program in International Business Law – OTHM – Level 7
Professional Certificate in Public Relations (Level-4)
Professional Diploma in International Relations (Level-7)
Professional Diploma in International Trade (Level-7)
Professional Program in Public Administration – OTHM – Level 7
Professional Program in Police Leadership and Management – OTHM – Level 7
Professional Program in Human Resource Management – OTHM – Level 7

All Bridge Program Programs

Bridge Program - MBA - Public Administration - UCAM
Bridge Program - MBA - Logistics & Supply Chain Management - UCAM
Bridge Program - MBA - Tourism and Hospitality Management - UCAM
Bridge Program - MBA - Project Management - UCAM
Bridge Program - MBA - Human Resource Management - UCAM
Bridge Program - MBA - Health & Safety Management - UCAM

Enquiry Form

Education and Training

Assignment-based vs examination-based evaluation systems

The current education system was developed in ancient times, refined and propagated during the colonial era. Currently, there are two types of evaluation systems that are popular among educational institutions: assignment-based and examination-based evaluation systems. The system and approach towards education have been reformed after the recent reforms in the education industry. The United Kingdom, having one of the finest education system in the world, has given preference to the assignment-based evaluation system. In most of its higher education programs, such as the PhD and Masters Degree Programs, assignments are the primary means of progression.

As assignment-based evaluation has become a standard in many fine education systems, the recent reforms in online learning have also considered this. Many prestigious institutes like SNATIKA have chosen this type of assessment system in their programs. Assessment only by assignments or by a mixture of assignments and examinations yields higher marks than assessment only by examinations (Source: John Richardson T.E. ). In this article, we will discuss the advantages and disadvantages of both assignment-based and examination-based evaluation systems.

Advantages of assignment-based evaluation

Source: Thought Catalog Unsplash

An assignment is a written or digitally created piece of academic work. It forces a learner to learn, practice, and demonstrate their progress and achievements in academics. An assignment-based evaluation system considers assignments written by the learners as the measure of learning, as opposed to an examination-based evaluation system. However, many institutes use both systems to varying degrees.

The assignment-based education is a preferred method for senior professionals that are working full-time jobs, have family commitments and have a flair for in-depth education in their industry. In the case of SNATIKA , the immersive syllabus coupled with experience on the part of the learner can make the assignments one of the most intellectually challenging and, at the same time, enjoyable.

Writing assignments is an intellectually challenging task. Especially in advanced programs like PhD and Masters Degree programs, assignments require intensive research on the topics. The proficiency, understanding, and expertise on the subject can greatly vary, depending on the type and length of the assignment. Here are the advantages of this evaluation.

1. Assignment-based evaluation enhances cognitive and analytical capabilities

An assignment needs careful planning. To succeed, a learner needs to connect data from different sources. In doing so, the learner develops logical reasoning and critical thinking. Connecting different pieces of information and putting them together is a mental exercise. Often, it requires the learner to think unconventionally. These abilities are put to the test in educational institutes like SNATIKA , where you are required to write an 12,000-word consultancy project report to earn the UK Masters. Such an intellectual challenge can refine the learner's research and analytical skills and give a range of insights and perspectives into the industry.

2. The learner becomes research-oriented

Writing an assignment needs genuine, scientifically proven, and practical sources for the claims, numbers, and hypotheses mentioned in the assignment. Though the digital world has made information available at the fingertips, it is hard to find genuine news, statistics, or research from the relevant industry. Furthermore, false news and propaganda are on the rise. Fake news has become a major concern for the internal security of most nations (Source: PNAS.org ). It takes time and effort to assess the veracity of misinformation, fake news, and claims.

This internet misinformation problem can pose a threat as well as a learning opportunity to assignment writers. Though it takes some time to find genuine sources, with time, learners will develop a flair for identifying the fake from the genuine on the internet. In a world devoid of such a moral compass in the news, this research-oriented, fact-finding skill can be an asset for the learner.

Moreover, the learner will gain in-depth knowledge and understanding of the industry with the assignments. As sources and research become the foundation of assignments, the learner will gain overall mastery of their industry. This attitude will help the learner in future jobs or businesses as it eliminates guesswork, assumptions, and hypotheses.

3. It increases understanding of the subject.

Typically, an assignment needs the complete involvement of the learner to write. This includes all the facilities of the brain like thinking, reasoning, problem-solving, writing, fact-checking, and intuition. Above all, to write something, the learner must have a solid understanding of the topic to the degree of expertise. Copy-pasting or rote rehearsals are simply not an option for writing an original assignment, free from plagiarism. As this forces the learner to completely grasp the subject, their understanding becomes deeper and more robust. Also, assignments help the learner to gain more insights through standing in the shoes of other industry experts, scholars, and researchers.

4. Improves technical writing abilities

Writing an original assignment on any subject stimulates the writer's brain. Without proper structure, flow, or facts, such writing can become tiresome to the reader, who, in this case, is the evaluator. However, due to a deep understanding of the subject, a learner can easily acquire these writing qualities as time progresses. Through trial and error, learners develop and refine their technical writing skills.

Technical writing can be useful in many other areas of the learner's professional life. In this digital age, writing research-based technical articles can change the perspectives of customers, business owners, stockholders, and critics alike. It also enables the learner to articulate their thoughts, ideas, and criticisms in a powerful way to their audience.

5. Promotes originality

Plagiarism is an epidemic. With the exponential popularity of the internet, originality is in short supply. Due to the demand for content and the sheer size of the internet, people resort to copy-pasting content from others. Often, these go unnoticed because of the huge user base. However, it denies the original creator the recognition, money, or popularity that they are entitled to. Saving one's original content from the invasive plagiarists is a daunting task for intellectual property owners and content creators.

Writing an original assignment that had plagiarism limits forces the learner to identify the immorality of copy-pasting. It also teaches the learner to cite their sources and give the original authors the credit and recognition they deserve. In a world where piracy is destroying industries like movies, songs, and photographs, plagiarism-free assignments might cause a revolution.

Related Blog - Commercialisation of Education vs State-Controlled Education

Disadvantages of assignment-based evaluation

1. university guidelines.

Learners sometimes struggle with understanding the university guidelines on writing assignments. International learners initially find it difficult to understand complex rules, word limits, and the progression process of assignment-based education systems. However, once the learning curve flattens, this can be less bothersome for these learners.

2. Language and accent differences

International learners struggle with keeping up with the language standards, especially the accent of the university. Non-native learners often struggle with expressing their thoughts and ideas in writing. Also, following the complex grammar rules of the language can be a problem.

3. Difficulty with specific skills

If the learner is new to the assignment-based evaluation system, they will struggle with the extra skills that are needed in writing the assignment. They struggle with researching on the internet, where misinformation and clickbait are plentiful. They struggle to connect their learning with reasoning or to express their ideas through words.

4. Plagiarism

For many learners, writing plagiarism-free content can become a major hurdle. Due to poor research and writing skills, plagiarism levels can go higher than the set limitations. Those learners who are new to plagiarism checking find it hard to paraphrase, cite, and edit their academic work.

However, this problem can be easily overcome with modern AI software like Grammarly , Duplichecker , etc. Many such online tools help in paraphrasing and citing the source. Even then, human intervention is necessary to adjust the assignment to the right accent and tone.

5. Time-consuming for educators

Preparing the assignment questions and pointers is a time-consuming task. Also, evaluating the learner's assignments is even more time-consuming. This can add more complexity to educational institutions where the teacher-to-learner ratio is smaller. As a result, teachers will struggle to make ends meet in terms of time limitations.

Related Blog - How EdTech is changing the world

The advantages of examination-based evaluation

Source: Museums Victoria Unsplash

1. Self-assessment

Examinations are used to quickly measure learning. Learners can easily determine the quality of their study techniques through exams, tests, and quizzes. These help the learner and the educator to identify and avoid key teaching pitfalls faster than an assignment-based evaluation system.

2. Easy detection of teaching flaws

The examination-based evaluation can detect not only key areas where the learner is failing but also the teacher’s and teaching system's overall performance as well. Similar to the self-assessment by a student, exams can also be used by educators to improve their styles.

3. Personality growth

Competitive environment : Examinations create a competitive environment that reflects similar real-life scenarios. Here, learners are educated to provide results that satisfy some set standards, though they are rigid and outdated. This helps learners thrive in competitive environments.

Memory improvement : Exams increase learners’ memory. It introduces them to a range of memory techniques like rote rehearsals, mnemonics, visualisation, etc. Contrary to popular opinion, these memorization techniques can benefit the brain, thinking, and reasoning of the learner in many ways (Source: Forbes ).

Stress management : Examinations induce stress in learners. The need to excel, the possibility of failure and its consequences keep many learners awake at night. However, this can also help in learning and thriving under such pressure.

Such benefits can help the learner develop their competence and performance. This helps with overall personality development.

4. Scholarships and employment opportunities

Finally, examinations and their grades, ranks, or marks can get you scholarships if you are planning to continue your education and job opportunities if you are job hunting. Even today, higher ranks and marks are the sole measure of human intelligence in many countries and companies. This benefits the learner in landing better entry-level jobs.

Related Blog - 10 Learning Tips for Senior Professionals

Disadvantages of examination based evaluation

1. examinations have become a formality..

There is always the risk in the examination-based education system that the learner only learns the syllabus to pass and obtain the degree or certification. As a result, the learner focuses only on some key areas of the syllabus and uses memorization instead of understanding the subject to pass the exam. This defeats the purpose of education. As education is viewed as solely a formality to get a job or a seat in a prestigious institution, education loses its meaning. After passing out, most learners won’t even remember what they have learnt. Education that does not develop the learner's knowledge and thinking is only a waste of time and effort.

2. Examinations cause stress.

In many cases, examinations cause anxiety in learners. As exams typically test the learner's knowledge of the whole syllabus on a single day, it causes learning overload or revision overload, which results in stress. This is especially a problem for learners struggling with procrastination and poor time management skills.

In many countries, like India, suicide due to failure in exams is a major drawback of examination-based evaluation. Because of this, over 4,000 students lost their lives by suicide between 2017 and 2019 (Source: The Hindustan Times ). This happens due to the social stigma against those who have failed examinations. Unhealthy competition between institutions, and unreasonable expectations of self, family, and society are some of the reasons why many learners lose their precious lives to suicide.

3. Unhealthy rivalry

Examinations are a primary source of the status quo for many prestigious institutions. To secure top ranks, these institutions admit only competitive individuals, which side-lines other learners who are as much in need of quality education as others. This applies to teaching staff as well. Overall, examinations can cause immense stress for both learners and staff, for better or worse. Competition between such institutes leaves a negative effect on their students about the idea of education.

Related Blog - Funding your Masters in Education Management

The SNATIKA pedagogy

SNATIKA combines both these evaluation methods in its pedagogy. The primary evaluation method for learning is assignment-based evaluation. The same is used to evaluate the progress of SNATIKA learners in all the programs. However, SNATIKA uses quizzes for each unit to help learners assess their progress. A quiz in each unit tests the learners' knowledge and helps in identifying the gaps immediately. However, this is only for personal assessment rather than for university assessment. As a result, learners gain robust learning experiences without leaving out the advantages of either of these two evaluation methods.

Both assignment-based evaluation and examination-based evaluation have their merits and demerits. To be successful, learners and educators need to play the learning game to the strengths of both types of systems.

While the assignment-based evaluation develops critical academic and life skills and deepens the thinking capacity of a learner, the examination-based evaluation creates a competitive environment and a drive to perform better in education. However, both systems will fail in the absence of a true learning spirit on the part of the learner. Learning solely for grades, marks, or qualifications defeats the purpose of education. Care must be taken to truly employ both systems to independently develop the thinking capacity, skills, and knowledge of the learner.

While both systems have their own pros and cons, a mixed system carefully wrought according to the needs of learners can be the ideal system for learning. With decades of education experience, our founders at SNATIKA have developed a smart pedagogy that uses both systems to make your crucial higher educational qualification pursuit an enjoyable learning experience for senior learners. Visit SNATIKA and explore our range of prestigious international programs in the higher education category.

Related Blog - How 5G will Transform the E-learning Industry

Contact Information

+91 8047183355 +234 1 8880 209 +27 21 825 9877 + 1 347 855 4980 + 44 20 3287 6900
[email protected]

Connect with us on

Quick links.

Performance-Based Assessments: 4 Tips on How to Use Them in Your Classroom

Student delivering a performance-based piece in class.

Written by Victoria Hegwood

Use Prodigy to deliver engaging, differentiated instruction and assessments in math and English. Get started in just a few clicks!

Teaching Strategies

What are performance-based assessments?

The foundation of performance-based assessments, 4 tips for creating performance-based assessments.

Examples of performance-based assessments
How performance-based learning benefits learners

Making assessments work for your students

There are so many ways to evaluate where your students are and how well they are retaining lessons. You may use exit tickets , traditional quizzes, or some other type of assessment .

Performance-based learning is an active, hands-on approach to student learning at any grade level. This type of learning shifts away from worksheets and traditional testing models and leans into assessments that offer insight into a student’s understanding.

It asks questions that don’t have a right and a wrong answer. The questions emphasize the student’s skills and encourage reflection. Student achievement is about producing a product, like a group project, or placing more emphasis on the process.

This article will provide an overview of performance-based learning and the benefits of this approach. There will also be some tips for implementing performance-based assessments in your classroom.

Performance-based learning and performance-based assessments are a system of learning and assessing a student’s knowledge through a display of skills.

In this system, student performance is not measured by a multiple-choice test or quiz. Instead, students are given assignments that mimic real-world situations. To successfully complete the assessment they must use content knowledge, higher-order thinking skills and problem-solving skills.

Assessment tasks could include creating a newspaper, acting in a play, or planning a sustainable neighborhood community. Students demonstrate critical thinking as they work through the challenges of these tasks. They are given the opportunity to show what they know rather than simply writing down facts.

Performance-based learning requires more collaboration between students and teachers than other teaching methods . Throughout this ongoing learning process, both teacher and student are able to work together and monitor progress. You will be able to see more clearly where the student is at and make adjustments to assist their learning.

There is no one way to make the perfect performance-based assessments. What your students need and are learning is unique to your classroom. You can always tweak your lessons as needed.

However, there are a few key elements that make these types of assessments what they are.

Overall, performance-based assessments should be:

Authentic – The projects should be reflective of tasks that would be encountered in the real world or a workplace environment.
Time bound – There is a set time limit for when the project needs to be done. This is similar to deadlines that learners will experience in the real world.
Open-ended – Students have flexibility in how the task can be completed. There is not just one right answer.
Process/Product orientated - The end goal is ideally not just a typed paper. It is something tangible that students can see. There is also more focus on the steps taken to achieve the end goal.

Performance-based assessments should reflect real life by being complex with the possibility of multiple correct answers. They should also have an urgency to solve the issue within a set period of time.

For example, check out this example of a performance-based assessment used in a high school classroom below. In this assessment, students were asked to role play as air traffic controllers and use their math skills to assess a dangerous situation.

Ready to implement this method in your classroom but aren’t sure where to start? We’ve got 4 great tips to get you started creating an authentic assessment process.

Implementing a new assessment or teaching style is not easy. There will be bumps in the road, but these tips will help you successfully start using performance-based assessments.

1. Set clear expectations

Performance-based assessments are more open-ended than traditional assignments and can be challenging for students to finish.

Because of this, it is important teachers make their expectations clear and outline how students will be graded. Share a scoring rubric with the criteria outlined. Previous examples are also helpful for students to use as inspiration. They provide a concrete example of what an ideal submission is or how others that missed the mark could be improved.

2. Start at the end

When planning an assessment, identify the learning objective of the lesson first and then work backward. Think about what is most important for a student to take away from the performance task. Then consider the clearest way that they can show they’ve learned that concept.

3. Practice, practice, practice

Despite the trending popularity of performance-based assessments, it should not be assumed all students will be comfortable with this method.

Use warm-up activities in other lesson plans that are similar to what will be required in the final. Know that students may need multiple attempts at understanding the task before they are able to complete it. Offer practice sessions whenever possible.

4. Leave room to show mistakes

It is important to create a space where students can show their process and where they feel okay with making mistakes.

Similar to the real world, students will not be perfect on the first try. But they should have multiple chances at success. Students need to feel comfortable enough to show their level of understanding and see where adjustments can be made.

Equipped with these tips, you’re ready to get started! Now, on to a few of our favorite types of performance-based assessments.

Examples of performance-based assessments to spark inspiration

Another perk to performance-based assessments is how creative teachers can be when creating lessons. There are many ways that teachers can fit performance-based assessments in their school district requirements to adhere to common core standards

Performance-based assessments are versatile; they can be adjusted to fit more traditional summative testing like final projects or just average daily lesson plans.

Here are 3 examples of performance-based assessments to give you some ideas about ways to incorporate them into your next lesson plan.

Four middle school students raising their hands to answer their teacher's question.

Debates are a popular choice in high school and middle school because they allow students to demonstrate many skills. A debating student will need to be competent in researching, reading comprehension, evidence evaluation, public speaking and civic skills.

There are so many topics that students can debate and different ways that a debate can be set up. Regardless of what subject you teach or what your lesson is about, you are sure to find a way to incorporate this activity into your classroom.

A teacher helping a student create a portfolio.

Portfolios are a collection of a student’s work throughout the school year. This work could include artwork, written papers or project summaries. You could also choose to include a summary of their grades or completed projects at the end of each quarter.

This folder will help students and teachers alike in seeing the progress made along the way. Students feel encouraged by the growth that they are able to easily see and reflect on.

In art or writing classes, a portfolio can also be a useful professional development tool outside the classroom. It can be used to apply to continuing education programs. It will continue to serve the student for years to come.

Performances

Performances may seem like they only have a place in drama class, but that isn’t the case. They can be used in your classroom no matter what subject you teach.

For example, students can create a song about the parts of a plant or the process of evaporation. They could also write a play about important historical events.

When using performances in your classroom, it’s essential to outline clear benchmarks, so that students know what elements are needed for success. Write out expectations when possible so that they can be easily referenced.

How performance-based learning benefits your learners

Utilizing performance-based learning as a teaching strategy will encourage student ownership of the subject matter. Students are involved in every step of the process. They are more engaged and motivated because they feel connected to their learning and take pride in their work.

Performance-based learning is also highly customizable . You can tweak projects and expectations for individual students to assist or challenge them. You can collaborate with students to create learning that is applicable to the student as well as the real world.

Performance-based assessments nurture students’ higher-order thinking skills , which are critical for developing an understanding beyond the memorization of basic facts. It sets students up for success outside the classroom.

Performance-based assessments can be a great option to better see the depth of understanding your students have of the material. There are many ways to use performance-based assessments in every grade level and subject area. Students will likely be more engaged and motivated in the learning process.

Prodigy can be a great solution for teachers looking to offer diverse, differentiated assessments in math and English. Here's how it works:

Students play Prodigy Math or Prodigy English in class or at home
They practice and answer skills differentiated to their curriculum progress and individual performance
Teachers review student performance in their teacher portal, helping them spot learning gaps and set up targeted practice!

And the best bit? It's free for teachers and schools!

Simply set up an account, get your class and watch as your students see practicing math and English from a fun, engaging approach.

See what other teachers say about how Prodigy has helped them save time, meet curriculum goals and engage students!

Your browser is unsupported

We recommend using the latest version of IE11, Edge, Chrome, Firefox or Safari.

Center for the Advancement of Teaching Excellence

Summative assessments.

Nicole Messier, CATE Instructional Designer February 7th, 2022

WHAT? Heading link Copy link

Summative assessments are used to measure learning when instruction is over and thus may occur at the end of a learning unit, module, or the entire course.

Summative assessments are usually graded, are weighted more heavily than other course assignments or comprise a substantial percentage of a students’ overall grade (and are often considered “high stakes” assessments relative to other, “lower stakes” assessments in a course), and are required assessments for the completion of a course.

Summative assessments can be viewed through two broad assessment strategies: assessments of learning and assessments as learning.

Assessment of learning (AoL) provides data to confirm course outcomes and students the opportunity to demonstrate proficiency in the learning objectives.
Assessment as learning (AaL) provides student ownership of learning by utilizing evidence-based learning strategies, promoting self-regulation, and providing reflective learning.

A summative assessment can be designed to provide both assessment of learning (AoL) and assessment as learning (AaL). The goal of designing for AaL and AoL is to create a summative assessment as a learning experience while ensuring that the data collected is valid and reliable.

Summative Assessment includes test taking

Want to learn more about these assessment strategies? Please visit the Resources Section – CATE website to review resources, teaching guides, and more.

Summative Assessments Heading link Copy link

Summative assessments (aol).

Written assignments – such as papers or authentic assessments like projects or portfolios of creative work
Mid-term exam
Performances

Although exams are typically used to measure student knowledge and skills at the end of a learning unit, module, or an entire course, they can also be incorporated into learning opportunities for students.

Example 1 - Exam Heading link Copy link

Example 1 - exam.

An instructor decides to analyze their current multiple-choice and short-answer final exam for alignment to the learning objectives. The instructor discovers that the questions cover the content in the learning objectives; however, some questions are not at the same cognitive levels as the learning objectives . The instructor determines that they need to create some scenario questions where students are asked to analyze a situation and apply knowledge to be aligned with a particular learning objective.

The instructor also realizes that this new type of question format will be challenging for students if the exam is the only opportunity provided to students. The instructor decides to create a study guide for students on scenarios (not used in the exam) for students to practice and self-assess their learning. The instructor plans to make future changes to the quizzes and non-graded formative questions to include higher-level cognitive questions to ensure that learning objectives are being assessed as well as to support student success in the summative assessment.

This example demonstrates assessment of learning with an emphasis on improving the validity of the results, as well as assessment as learning by providing students with opportunities to self-assess and reflect on their learning.

Written assignments in any form (authentic, project, or problem-based) can also be designed to collect data and measure student learning, as well as provide opportunities for self-regulation and reflective learning. Instructors should consider using a type of grading rubric (analytic, holistic, or single point) for written assignments to ensure that the data collected is valid and reliable.

Summative Assessments (AaL) Heading link Copy link

Summative assessments (aal).

Authentic assessments – an assessment that involves a real-world task or application of knowledge instead of a traditional paper; could involve a situation or scenario specific to a future career.
Project-based learning – an assessment that involves student choice in designing and addressing a problem, need, or question.
Problem-based learning – similar to project-based learning but focused on solutions to problems.
Self-critique or peer assessment

Example 2 - Authentic Assessment Heading link Copy link

Example 2 - authentic assessment.

An instructor has traditionally used a research paper as the final summative assessment in their course. After attending a conference session on authentic assessments, the instructor decides to change this summative assessment to an authentic assessment that allows for student choice and increased interaction, feedback, and ownership.

First, the instructor introduced the summative project during the first week of class. The summative project instructions asked students to select a problem that could be addressed by one of the themes from the course. Students were provided with a list of authentic products that they could choose from, or they could request permission to submit a different product. Students were also provided with a rubric aligned to the learning objectives.

Next, the instructor created small groups (three to four students) with discussion forums for students to begin brainstorming problems, themes, and ideas for their summative project. These groups were also required to use the rubric to provide feedback to their peers at two separate time points in the course. Students were required to submit their final product, references, self-assessment using the rubric, and a reflection on the peer interaction and review.

This example demonstrates an authentic assessment as well as an assessment of learning (AoL) and assessment as learning (AaL). The validity and reliability of this summative assessment are ensured using a rubric that is focused on the learning objectives of the course and consistently utilized for the grading and feedback of the summative project. Data collected from the use of grading criteria in a rubric can be used to improve the summative project as well as the instruction and materials in the course. This summative project allows for reflective learning and provides opportunities for students to develop self-regulation skills as well as apply knowledge gained in an authentic and meaningful product.

Another way to create a summative assessment as a learning opportunity is to break it down into smaller manageable parts. These smaller parts will guide students’ understanding of expectations, provide them with opportunities to receive and apply feedback, as well as support their executive functioning and self-regulation skills.

WHY? Heading link Copy link

We know that summative assessments are vital to the curriculum planning cycle to measure student outcomes and implement continuous improvements. But how do we ensure our summative assessments are effective and equitable? Well, the answer is in the research.

Validity, Reliability, and Manageability

Critical components for the effectiveness of summative assessments are the validity, reliability, and manageability of the assessment (Khaled, 2020).

Validity of the assessment refers to the alignment to course learning objectives. In other words, are the assessments in your course measuring the learning objectives?
Reliability of the assessment refers to the consistency or accuracy of the assessment used. Are the assessment practices consistent from student to student and semester to semester?
Manageability of the assessment refers to the workload for both faculty and students. For faculty, is the type of summative assessment causing a delay in timely grading and feedback to the learner? For students, is the summative assessment attainable and are the expectations realistic?

As you begin to design a summative assessment, determine how you will ensure the assessment is valid, reliable, and manageable.

Feedback & Summative Assessments

Attributes of academic feedback that improve the impact of the summative assessment on student learning (Daka, 2021; Harrison 2017) include:

Provide feedback without or before grades.
Once the grade is given, then explain the grading criteria and score (e.g., using a rubric to explain grading criteria and scoring).
Identify specific qualities in students’ work.
Describe actionable steps on what and how to improve.
Motivate and encourage students by providing opportunities to submit revisions or earn partial credit for submitting revised responses to incorrect answers on exams.
Allow students to monitor, evaluate, and regulate their learning.

Additional recommendations for feedback include that feedback should be timely, frequent, constructive (what and how), and should help infuse a sense of professional identity for students (why). The alignment of learning objectives, learning activities, and summative assessments is critical to student success and will ensure that assessments are valid. And lastly, the tasks in assessments should match the cognitive levels of the course learning objectives to challenge the highest performing students while elevating lower-achieving students (Daka, 2021).

HOW? Heading link Copy link

How do you start designing summative assessments?

Summative assessments can help measure student achievement of course learning objectives as well as provide the instructor with data to make pedagogical decisions on future teaching and instruction. Summative assessments can also provide learning opportunities as students reflect and take ownership of their learning.

So how do you determine what type of summative assessment to design? And how do you ensure that summative assessment will be valid, reliable, and manageable? Let’s dive into some of the elements that might impact your design decisions, including class size, discipline, modality, and EdTech tools .

Class Size and Modality

The manageability of summative assessments can be impacted by the class size and modality of the course. Depending on the class size of the course, instructors might be able to implement more opportunities for authentic summative assessments that provide student ownership and allow for more reflective learning (students think about their learning and make connections to their experiences). Larger class sizes might require instructors to consider implementing an EdTech tool to improve the manageability of summative assessments.

The course modality can also influence the design decisions of summative assessments. Courses with synchronous class sessions can require students to take summative assessments simultaneously through an in-person paper exam or an online exam using an EdTech tool, like Gradescope or Blackboard Tests, Pools, and Surveys . Courses can also create opportunities for students to share their authentic assessments asynchronously using an EdTech tool like VoiceThread .

Major Coursework

When designing a summative assessment as a learning opportunity for major coursework, instructors should reflect on the learning objectives to be assessed and the possible real-world application of the learning objectives. In replacement of multiple-choice or short answer questions that focus on content memorization, instructors might consider creating scenarios or situational questions that provide students with opportunities to analyze and apply knowledge gained. In major coursework, instructors should consider authentic assessments that allow for student choice, transfer of knowledge, and the development of professional skills in place of a traditional paper or essay.

Undergraduate General Education Coursework

In undergraduate general education coursework, instructors should consider the use of authentic assessments to make connections to students’ experiences, goals, and future careers. Simple adjustments to assignment instructions to allow for student choice can help increase student engagement and motivation. Designing authentic summative assessments can help connect students to the real-world application of the content and create buy-in on the importance of the summative assessment.

Summative Assessment Tools

EdTech tools can help to reduce faculty workload by providing a delivery system for students to submit work as well as tools to support academic integrity.

Below are EdTech tools that are available to UIC faculty to create and/or grade summative assessments as and of learning.

Assessment Creation and Grading Tools Heading link Copy link

Assessment creation and grading tools.

Blackboard assignments drop box and rubrics
Blackboard quizzes and exams

Assessment creation and grading tools can help support instructors in designing valid and reliable summative assessments. Gradescope can be utilized as a grading tool for in-person paper and pencil midterm and final exams, as well as a tool to create digital summative assessments. Instructors can use AI to improve the manageability of summative assessments as well as the reliability through the use of rubrics for grading with Gradescope.

In the Blackboard learning management system, instructors can create pools of questions for both formative and summative assessments as well as create authentic assessment drop boxes and rubrics aligned to learning objectives for valid and reliable data collection.

Academic Integrity Tools

SafeAssign (undergraduate)
iThenticate (graduate)
Respondus LockDown Browser and Monitoring

Academic integrity tools can help ensure that students are meeting academic expectations concerning research through the use of SafeAssign and iThenticate as well as academic integrity during online tests and exams using Respondus Lockdown Browser and Monitoring.

Want to learn more about these summative assessment tools? Visit the EdTech section on the CATE website to learn more.

Exam Guidance

Additional guidance on online exams is available in Section III: Best Practices for Online (Remote Proctored, Synchronous) Exams in the Guidelines for Assessment in Online Environments Report , which outlines steps for equitable exam design, accessible exam technology, and effective communication for student success. The framing questions in the report are designed to guide instructors with suggestions, examples, and best practices (Academic Planning Task Force, 2020), which include:

“What steps should be taken to ensure that all students have the necessary hardware, software, and internet capabilities to complete a remote, proctored exam?
What practices should be implemented to make remote proctored exams accessible to all students, and in particular, for students with disabilities?
How can creating an ethos of academic integrity be leveraged to curb cheating in remote proctored exams?
What are exam design strategies to minimize cheating in an online environment?
What tools can help to disincentive cheating during a remote proctored exam?
How might feedback and grading strategies be adjusted to deter academic misconduct on exams?”

GETTING STARTED Heading link Copy link

Getting started.

The following steps will support you as you examine current summative assessment practices through the lens of assessment of learning (AoL) and assessment as learning (AaL) and develop new or adapt existing summative assessments.

The first step is to utilize backward design principles by aligning the summative assessments to the learning objectives.
To collect valid and reliable data to confirm student outcomes (AoL).
To promote self-regulation and reflective learning by students (AaL).
Format: exam, written assignment, portfolio, performance, project, etc.
Delivery: paper and pencil, Blackboard, EdTech tool, etc.
Feedback: general (how to improve performance), personalized (student-specific), etc.
Scoring: automatically graded by Blackboard and/or EdTech tool or manual through the use of a rubric in Blackboard.
The fourth step is to review data collected from summative assessment(s) and reflect on the implementation of the summative assessment(s) through the lens of validity, reliability, and manageability to inform continuous improvements for equitable student outcomes.

CITING THIS GUIDE Heading link Copy link

Citing this guide.

Messier, N. (2022). “Summative assessments.” Center for the Advancement of Teaching Excellence at the University of Illinois Chicago. Retrieved [today’s date] from https://teaching.uic.edu/resources/teaching-guides/assessment-grading-practices/summative-assessments/

ADDITIONAL RESOURCES Heading link Copy link

Academic Planning Task Force. (2020). Guidelines for Assessment in Online Learning Environments .

McLaughlin, L., Ricevuto, J. (2021). Assessments in a Virtual Environment: You Won’t Need that Lockdown Browser! Faculty Focus.

Moore, E. (2020). Assessments by Design: Rethinking Assessment for Learner Variability. Faculty Focus.

Websites and Journals

Association for the Assessment of Learning in Higher Education website

Assessment & Evaluation in Higher Education. Taylor & Francis Online Journals

Journal of Assessment in Higher Education

REFERENCES Heading link Copy link

Daka, H., & Mulenga-Hagane, M., Mukalula-Kalumbi, M., Lisulo, S. (2021). Making summative assessment effective. 5. 224 – 237.

Earl, L.M., Katz, S. (2006). Rethinking classroom assessment with purpose in mind — Assessment for learning, assessment as learning, assessment of learning. Winnipeg, Manitoba: Crown in Right of Manitoba.

Galletly, R., Carciofo, R. (2020). Using an online discussion forum in a summative coursework assignment. Journal of Educators Online . Volume 17, Issue 2.

Harrison, C., Könings, K., Schuwirth, L. & Wass, V., Van der Vleuten, C. (2017). Changing the culture of assessment: the dominance of the summative assessment paradigm. BMC Medical Education. 17. 10.1186/s12909-017-0912-5.

Khaled, S., El Khatib, S. (2020). Summative assessment in higher education: Feedback for better learning outcomes

Eberly Center

Teaching excellence & educational innovation, creating exams.

How can you design fair, yet challenging, exams that accurately gauge student learning? Here are some general guidelines. There are also many resources, in print and on the web, that offer strategies for designing particular kinds of exams, such as multiple-choice.

Choose appropriate item types for your objectives.

Should you assign essay questions on your exams? Problem sets? Multiple-choice questions? It depends on your learning objectives. For example, if you want students to articulate or justify an economic argument, then multiple-choice questions are a poor choice because they do not require students to articulate anything. However, multiple-choice questions (if well-constructed) might effectively assess students’ ability to recognize a logical economic argument or to distinguish it from an illogical one. If your goal is for students to match technical terms to their definitions, essay questions may not be as efficient a means of assessment as a simple matching task. There is no single best type of exam question: the important thing is that the questions reflect your learning objectives.

Highlight how the exam aligns with course objectives.

Identify which course objectives the exam addresses (e.g., “This exam assesses your ability to use sociological terminology appropriately, and to apply the principles we have learned in the course to date”). This helps students see how the components of the course align, reassures them about their ability to perform well (assuming they have done the required work), and activates relevant experiences and knowledge from earlier in the course.

Write instructions that are clear, explicit, and unambiguous.

Make sure that students know exactly what you want them to do. Be more explicit about your expectations than you may think is necessary. Otherwise, students may make assumptions that run them into trouble. For example, they may assume – perhaps based on experiences in another course – that an in-class exam is open book or that they can collaborate with classmates on a take-home exam, which you may not allow. Preferably, you should articulate these expectations to students before they take the exam as well as in the exam instructions. You also might want to explain in your instructions how fully you want students to answer questions (for example, to specify if you want answers to be written in paragraphs or bullet points or if you want students to show all steps in problem-solving.)

Write instructions that preview the exam.

Students’ test-taking skills may not be very effective, leading them to use their time poorly during an exam. Instructions can prepare students for what they are about to be asked by previewing the format of the exam, including question type and point value (e.g., there will be 10 multiple-choice questions, each worth two points, and two essay questions, each worth 15 points). This helps students use their time more effectively during the exam.

Word questions clearly and simply.

Avoid complex and convoluted sentence constructions, double negatives, and idiomatic language that may be difficult for students, especially international students, to understand. Also, in multiple-choice questions, avoid using absolutes such as “never” or “always,” which can lead to confusion.

Enlist a colleague or TA to read through your exam.

Sometimes instructions or questions that seem perfectly clear to you are not as clear as you believe. Thus, it can be a good idea to ask a colleague or TA to read through (or even take) your exam to make sure everything is clear and unambiguous.

Think about how long it will take students to complete the exam.

When students are under time pressure, they may make mistakes that have nothing to do with the extent of their learning. Thus, unless your goal is to assess how students perform under time pressure, it is important to design exams that can be reasonably completed in the time allotted. One way to determine how long an exam will take students to complete is to take it yourself and allow students triple the time it took you – or reduce the length or difficulty of the exam.

Consider the point value of different question types.

The point value you ascribe to different questions should be in line with their difficulty, as well as the length of time they are likely to take and the importance of the skills they assess. It is not always easy when you are an expert in the field to determine how difficult a question will be for students, so ask yourself: How many subskills are involved? Have students answered questions like this before, or will this be new to them? Are there common traps or misconceptions that students may fall into when answering this question? Needless to say, difficult and complex question types should be assigned higher point values than easier, simpler question types. Similarly, questions that assess pivotal knowledge and skills should be given higher point values than questions that assess less critical knowledge.

Think ahead to how you will score students’ work.

When assigning point values, it is useful to think ahead to how you will score students’ answers. Will you give partial credit if a student gets some elements of an answer right? If so, you might want to break the desired answer into components and decide how many points you would give a student for correctly answering each. Thinking this through in advance can make it considerably easier to assign partial credit when you do the actual grading. For example, if a short answer question involves four discrete components, assigning a point value that is divisible by four makes grading easier.

Creating objective test questions

Creating objective test questions – such as multiple-choice questions – can be difficult, but here are some general rules to remember that complement the strategies in the previous section.

Write objective test questions so that there is one and only one best answer.
Word questions clearly and simply, avoiding double negatives, idiomatic language, and absolutes such as “never” or “always.”
Test only a single idea in each item.
Make sure wrong answers (distractors) are plausible.
Incorporate common student errors as distractors.
Make sure the position of the correct answer (e.g., A, B, C, D) varies randomly from item to item.
Include from three to five options for each item.
Make sure the length of response items is roughly the same for each question.
Keep the length of response items short.
Make sure there are no grammatical clues to the correct answer (e.g., the use of “a” or “an” can tip the test-taker off to an answer beginning with a vowel or consonant).
Format the exam so that response options are indented and in column form.
In multiple choice questions, use positive phrasing in the stem, avoiding words like “not” and “except.” If this is unavoidable, highlight the negative words (e.g., “Which of the following is NOT an example of…?”).
Avoid overlapping alternatives.
Avoid using “All of the above” and “None of the above” in responses. (In the case of “All of the above,” students only need to know that two of the options are correct to answer the question. Conversely, students only need to eliminate one response to eliminate “All of the above” as an answer. Similarly, when “None of the above” is used as the correct answer choice, it tests students’ ability to detect incorrect answers, but not whether they know the correct answer.)

Faculty Support
Graduate Student Support
Canvas @ Carnegie Mellon
Quick Links

Types of Assignments and Assessments

Assignments and assessments are much the same thing: an instructor is unlikely to give students an assignment that does not receive some sort of assessment, whether formal or informal, formative or summative; and an assessment must be assigned, whether it is an essay, case study, or final exam. When the two terms are distinquished, "assignment" tends to refer to a learning activity that is primarily intended to foster or consolidate learning, while "assessment" tends to refer to an activity that is primarily intended to measure how well a student has learned.

In the list below, some attempt has been made to put the assignments/assessments in into logical categories. However, many of them could appear in multiple categories, so to prevent the list from becoming needlessly long, each item has been allocated to just one category.

Written Assignments:

Annotated Bibliography : An annotated bibliography is a list of citations or references to sources such as books, articles, websites, etc., along with brief descriptions or annotations that summarize, evaluate, and explain the content, relevance, and quality of each source. These annotations provide readers with insights into the source's content and its potential usefulness for research or reference.
Summary/Abstract : A summary or abstract is a concise and condensed version of a longer document or research article, presenting the main points, key findings, and essential information in a clear and brief manner. It allows readers to quickly grasp the main ideas and determine whether the full document is relevant to their needs or interests. Abstracts are commonly found at the beginning of academic papers, research articles, and reports, providing a snapshot of the entire content.
Case Analysis : Case analysis refers to a systematic examination and evaluation of a particular situation, problem, or scenario. It involves gathering relevant information, identifying key factors, analyzing various aspects, and formulating conclusions or recommendations based on the findings. Case analysis is commonly used in business, law, and other fields to make informed decisions and solve complex problems.
Definition : A definition is a clear and concise explanation that describes the meaning of a specific term, concept, or object. It aims to provide a precise understanding of the item being defined, often by using words, phrases, or context that distinguish it from other similar or related things.
Description of a Process : A description of a process is a step-by-step account or narrative that outlines the sequence of actions, tasks, or events involved in completing a particular activity or achieving a specific goal. Process descriptions are commonly used in various industries to document procedures, guide employees, and ensure consistent and efficient workflows.
Executive Summary : An executive summary is a condensed version of a longer document or report that provides an overview of the main points, key findings, and major recommendations. It is typically aimed at busy executives or decision-makers who need a quick understanding of the content without delving into the full details. Executive summaries are commonly used in business proposals, project reports, and research papers to present essential information concisely.
Proposal/Plan : A piece of writing that explains how a future problem or project will be approached.
Laboratory or Field Notes: Laboratory/field notes are detailed and systematic written records taken by scientists, researchers, or students during experiments, observations, or fieldwork. These notes document the procedures, observations, data, and any unexpected findings encountered during the scientific investigation. They serve as a vital reference for later analysis, replication, and communication of the research process and results.
Research Paper : A research paper is a more extensive and in-depth academic work that involves original research, data collection from multiple sources, and analysis. It aims to contribute new insights to the existing body of knowledge on a specific subject. Compare to "essay" below.
Essay : A composition that calls for exposition of a thesis and is composed of several paragraphs including an introduction, a body, and a conclusion. It is different from a research paper in that the synthesis of bibliographic sources is not required. Compare to "Research Paper" above.
Memo : A memo, short for memorandum, is a brief written message or communication used within an organization or business. It is often used to convey information, provide updates, make announcements, or request actions from colleagues or team members.
Micro-theme : A micro-theme refers to a concise and focused piece of writing that addresses a specific topic or question. It is usually shorter than a traditional essay or research paper and requires the writer to present their ideas clearly and concisely.
Notes on Reading : Notes on reading are annotations, comments, or summaries taken while reading a book, article, or any other written material. They serve as aids for understanding, retention, and later reference, helping the reader recall essential points and ideas from the text.
Outline : An outline is a structured and organized plan that lays out the main points and structure of a written work, such as an essay, research paper, or presentation. It provides a roadmap for the writer, ensuring logical flow and coherence in the final piece.
Plan for Conducting a Project : A plan for conducting a project outlines the steps, resources, timelines, and objectives for successfully completing a specific project. It includes details on how tasks will be executed and managed to achieve the desired outcomes.
Poem : A poem is a literary work written in verse, using poetic devices like rhythm, rhyme, and imagery to convey emotions, ideas, and experiences.
Play : A play is a form of literature written for performance, typically involving dialogue and actions by characters to tell a story or convey a message on stage.
Choreography : Choreography refers to the art of designing dance sequences or movements, often for performances in various dance styles.
Article/Book Review : An article or book review is a critical evaluation and analysis of a piece of writing, such as an article or a book. It typically includes a summary of the content and the reviewer's assessment of its strengths, weaknesses, and overall value.
Review of Literature : A review of literature is a comprehensive summary and analysis of existing research and scholarly writings on a particular topic. It aims to provide an overview of the current state of knowledge in a specific field and may be a part of academic research or a standalone piece.
Essay-based Exam : An essay-based exam is an assessment format where students are required to respond to questions or prompts with written, structured responses. It involves expressing ideas, arguments, and explanations in a coherent and organized manner, often requiring critical thinking and analysis.
"Start" : In the context of academic writing, "start" refers to the initial phase of organizing and planning a piece of writing. It involves formulating a clear and focused thesis statement, which presents the main argument or central idea of the work, and creating an outline or list of ideas that will support and develop the thesis throughout the writing process.
Statement of Assumptions : A statement of assumptions is a declaration or acknowledgment made at the beginning of a document or research paper, highlighting the underlying beliefs, conditions, or premises on which the work is based. It helps readers understand the foundation of the writer's perspective and the context in which the content is presented.
Summary or Precis : A summary or precis is a concise and condensed version of a longer piece of writing, such as an article, book, or research paper. It captures the main points, key arguments, and essential information in a succinct manner, enabling readers to grasp the content without reading the full text.
Unstructured Writing : Unstructured writing refers to the process of writing without following a specific plan, outline, or organizational structure. It allows the writer to freely explore ideas, thoughts, and creativity without the constraints of a predefined format or order. Unstructured writing is often used for brainstorming, creative expression, or personal reflection.
Rough Draft or Freewrite : A rough draft or freewrite is an initial version of a piece of writing that is not polished or edited. It serves as an early attempt by the writer to get ideas on paper without worrying about perfection, allowing for exploration and creativity before revising and refining the final version.
Technical or Scientific Report : A technical or scientific report is a document that presents detailed information about a specific technical or scientific project, research study, experiment, or investigation. It follows a structured format and includes sections like abstract, introduction, methods, results, discussion, and conclusion to communicate findings and insights in a clear and systematic manner.
Journal article : A formal article reporting original research that could be submitted to an academic journal. Rather than a format dictated by the professor, the writer must use the conventional form of academic journals in the relevant discipline.
Thesis statement : A clear and concise sentence or two that presents the main argument or central claim of an essay, research paper, or any written piece. It serves as a roadmap for the reader, outlining the writer's stance on the topic and the key points that will be discussed and supported in the rest of the work. The thesis statement provides focus and direction to the paper, guiding the writer's approach to the subject matter and helping to maintain coherence throughout the writing.

Visual Representation

Brochure : A brochure is a printed or digital document used for advertising, providing information, or promoting a product, service, or event. It typically contains a combination of text and visuals, such as images or graphics, arranged in a visually appealing layout to convey a message effectively.
Poster : A poster is a large printed visual display intended to catch the attention of an audience. It often contains a combination of text, images, and graphics to communicate information or promote a particular message, event, or cause.
Chart : A chart is a visual representation of data or information using various formats such as pie charts, bar charts, line charts, or tables. It helps to illustrate relationships, trends, and comparisons in a concise and easy-to-understand manner.
Graph : A graph is a visual representation of numerical data, usually presented using lines, bars, points, or other symbols on a coordinate plane. Graphs are commonly used to show trends, patterns, and relationships between variables.
Concept Map : A concept map is a graphical tool used to organize and represent the connections and relationships between different concepts or ideas. It typically uses nodes or boxes to represent concepts and lines or arrows to show the connections or links between them, helping to visualize the relationships and hierarchy of ideas.
Diagram : A diagram is a visual representation of a process, system, or structure using labeled symbols, shapes, or lines. Diagrams are used to explain complex concepts or procedures in a simplified and easy-to-understand manner.
Table : A table is a systematic arrangement of data or information in rows and columns, allowing for easy comparison and reference. It is commonly used to present numerical data or detailed information in an organized format.
Flowchart : A flowchart is a graphical representation of a process, workflow, or algorithm, using various shapes and arrows to show the sequence of steps or decisions involved. It helps visualize the logical flow and decision points, making it easier to understand and analyze complex processes.
Multimedia or Slide Presentation : A multimedia or slide presentation is a visual communication tool that combines text, images, audio, video, and other media elements to deliver information or a message to an audience. It is often used for educational, business, or informational purposes and can be presented in person or virtually using software like Microsoft PowerPoint or Google Slides.
ePortfolio : An ePortfolio, short for electronic portfolio, is a digital collection of an individual's work, accomplishments, skills, and reflections. It typically includes a variety of multimedia artifacts such as documents, presentations, videos, images, and links to showcase a person's academic, professional, or personal achievements. Eportfolios are used for self-reflection, professional development, and showcasing one's abilities to potential employers, educators, or peers. They provide a comprehensive and organized way to present evidence of learning, growth, and accomplishments over time.

Multiple-Choice Questions : These questions present a statement or question with several possible answer options, of which one or more may be correct. Test-takers must select the most appropriate choice(s). See CTE's Teaching Tip "Designing Multiple-Choice Questions."

True or False Questions : These questions require test-takers to determine whether a given statement is true or false based on their knowledge of the subject.

Short-Answer Questions : Test-takers are asked to provide brief written responses to questions or prompts. These responses are usually a few sentences or a paragraph in length.

Essay Questions : Essay questions require test-takers to provide longer, more detailed written responses to a specific topic or question. They may involve analysis, critical thinking, and the development of coherent arguments.

Matching Questions : In matching questions, test-takers are asked to pair related items from two lists. They must correctly match the items based on their associations.

Fill-in-the-Blank Questions : Test-takers must complete sentences or passages by filling in the missing words or phrases. This type of question tests recall and understanding of specific information.

Multiple-Response Questions : Similar to multiple-choice questions, but with multiple correct options. Test-takers must select all the correct choices to receive full credit.

Diagram or Image-Based Questions : These questions require test-takers to analyze or interpret diagrams, charts, graphs, or images to answer specific queries.

Problem-Solving Questions : These questions present real-world or theoretical problems that require test-takers to apply their knowledge and skills to arrive at a solution.

Vignettes or Case-Based Questions : In these questions, test-takers are presented with a scenario or case study and must analyze the information to answer related questions.

Sequencing or Order Questions : Test-takers are asked to arrange items or events in a particular order or sequence based on their understanding of the subject matter.

Projects intended for a specific audience :

Advertisement : An advertisement is a promotional message or communication aimed at promoting a product, service, event, or idea to a target audience. It often uses persuasive techniques, visuals, and compelling language to attract attention and encourage consumers to take specific actions, such as making a purchase or seeking more information.
Client Report for an Agency : A client report for an agency is a formal document prepared by a service provider or agency to communicate the results, progress, or recommendations of their work to their client. It typically includes an analysis of data, achievements, challenges, and future plans related to the project or services provided.
News or Feature Story : A news story is a journalistic piece that reports on current events or recent developments, providing objective information in a factual and unbiased manner. A feature story, on the other hand, is a more in-depth and creative piece that explores human interest topics, profiles individuals, or delves into issues from a unique perspective.
Instructional Manual : An instructional manual is a detailed document that provides step-by-step guidance, explanations, and procedures on how to use, assemble, operate, or perform specific tasks with a product or system. It aims to help users understand and utilize the item effectively and safely.
Letter to the Editor : A letter to the editor is a written communication submitted by a reader to a newspaper, magazine, or online publication, expressing their opinion, feedback, or comments on a particular article, topic, or issue. It is intended for publication and allows individuals to share their perspectives with a broader audience.

Problem-Solving and Analysis :

Taxonomy : Taxonomy is the science of classification, categorization, and naming of organisms, objects, or concepts based on their characteristics, similarities, and differences. It involves creating hierarchical systems that group related items together, facilitating organization and understanding within a particular domain.
Budget with Rationale : A budget with rationale is a financial plan that outlines projected income and expenses for a specific period, such as a month or a year. The rationale provides explanations or justifications for each budget item, explaining the purpose and reasoning behind the allocated funds.
Case Analysis : Case analysis refers to a methodical examination of a particular situation, scenario, or problem. It involves gathering relevant data, identifying key issues, analyzing different factors, and formulating conclusions or recommendations based on the findings. Case analysis is commonly used in various fields, such as business, law, and education, to make informed decisions and solve complex problems.
Case Study : A case study is an in-depth analysis of a specific individual, group, organization, or situation. It involves thorough research, data collection, and detailed examination to understand the context, challenges, and outcomes associated with the subject of study. Case studies are widely used in academic research and professional contexts to gain insights into real-world scenarios.
Word Problem : A word problem is a type of mathematical or logical question presented in a contextual format using words rather than purely numerical or symbolic representations. It challenges students to apply their knowledge and problem-solving skills to real-life situations.

Collaborative Activities

Debate : A debate is a structured discussion between two or more individuals or teams with differing viewpoints on a specific topic or issue. Participants present arguments and counterarguments to support their positions, aiming to persuade the audience and ultimately reach a resolution or conclusion. Debates are commonly used in academic settings, public forums, and formal competitions to foster critical thinking, communication skills, and understanding of diverse perspectives.
Group Discussion : A group discussion is an interactive conversation involving several individuals who come together to exchange ideas, opinions, and information on a particular subject. The discussion is typically moderated to ensure that everyone has an opportunity to participate, and it encourages active listening, collaboration, and problem-solving. Group discussions are commonly used in educational settings, team meetings, and decision-making processes to promote dialogue and collective decision-making.
An oral report is a form of communication in which a person or group of persons present information, findings, or ideas verbally to an audience. It involves speaking in front of others, often in a formal setting, and delivering a structured presentation that may include visual aids, such as slides or props, to support the content. Oral reports are commonly used in academic settings, business environments, and various professional settings to share knowledge, research findings, project updates, or persuasive arguments. Effective oral reports require clear organization, articulation, and engaging delivery to effectively convey the intended message to the listeners.

Planning and Organization

Inventory : An inventory involves systematically listing and categorizing items or resources to assess their availability, quantity, and condition. In an educational context, students might conduct an inventory of books in a library, equipment in a lab, or supplies in a classroom, enhancing their organizational and data collection skills.
Materials and Methods Plan : A materials and methods plan involves developing a structured outline or description of the materials, tools, and procedures to be used in a specific experiment, research project, or practical task. It helps learners understand the importance of proper planning and documentation in scientific and research endeavors.
Plan for Conducting a Project : This learning activity requires students to create a detailed roadmap for executing a project. It includes defining the project's objectives, identifying tasks and timelines, allocating resources, and setting milestones to monitor progress. It enhances students' project management and organizational abilities.
Research Proposal Addressed to a Granting Agency : A formal document requesting financial support for a research project from a granting agency or organization. The proposal outlines the research questions, objectives, methodology, budget, and potential outcomes. It familiarizes learners with the process of seeking funding and strengthens their research and persuasive writing skills.
Mathematical Problem : A mathematical problem is a task or question that requires the application of mathematical principles, formulas, or operations to find a solution. It could involve arithmetic, algebra, geometry, calculus, or other branches of mathematics, challenging individuals to solve the problem logically and accurately.
Question : A question is a sentence or phrase used to elicit information, seek clarification, or provoke thought from someone else. Questions can be open-ended, closed-ended, or leading, depending on their purpose, and they play a crucial role in communication, problem-solving, and learning.

More Resources

CTE Teaching Tips

Personal Response Systems
Designing Multiple-Choice Questions
Aligning Outcomes, Assessments, and Instruction

Other Resources

Types of Assignments . University of Queensland.

If you would like support applying these tips to your own teaching, CTE staff members are here to help. View the CTE Support page to find the most relevant staff member to contact.

Catalog search

Teaching tip categories.

Assessment and feedback
Blended Learning and Educational Technologies
Career Development
Course Design
Course Implementation
Inclusive Teaching and Learning
Learning activities
Support for Student Learning
Support for TAs
Assessment and feedback ,

My Account |
StudentHome |
TutorHome |
IntranetHome |
Contact the OU Contact the OU Contact the OU |
Accessibility hub Accessibility hub

Postgraduate

International
News & media
Business & apprenticeships
Contact Contact Contact
A to Z of subjects
Course types
Honours degrees
Integrated masters degrees
Foundation degrees
Diplomas of Higher Education
Certificates of Higher Education
Open University certificates
Open qualifications
Higher Technical Qualifications
Microcredentials
Short courses
All courses
Student stories
Accountancy
Counselling
Engineering
Environment
IT and computing
Mental health
Social work
Working with children
Employability and the OU
International recognition
Apprenticeships
What is distance learning?
A guide to our qualifications
How long will my qualification take?
How will I study?
Tutors and tutorials

How will I be assessed?

Support and the OU community
Ask a student
Our global reputation
Can I do it?
Finding time to study
Is my English good enough?
Computing skills
Am I ready tool
Fees and funding
Tuition fee loan
Tuition fee grants and loans
Part-time fee grant
Support for living costs
Employer sponsorship
Credit or debit card
Enhanced learning credits
Mixed payments
Study costs funding
Carers' Scholarship
Carers' Bursary
Care Experienced Bursary
Care Experienced Scholarship
Scholarship for Black Students
Disabled Veterans' Scholarships
Sanctuary Scholarship
How to apply
Transferring your study

Assignments give you the opportunity to showcase what you’ve learned and build a foundation to improve on.

Explore the different types of assignment we use at the OU in the sections below.

Assessment types

When your module starts, you’ll have access to its unique assessment guide, which will detail what you need to do on each assignment.

Rest assured, you’ll also have a module tutor to help you with your studies. So if you’ve got a question about an assignment, they’re there to give you a hand.

There will be different types of assessment throughout your study. Here’s a quick run-down of the types you may come across:

Tutor-Marked Assignments (TMAs)

You’ll usually have a number of these throughout each module.
Each one can be an essay, a series of questions, a skills test, a speaking assessment or something else that allows you to show what you’ve learned.
They’ll each have a submission deadline.
When your tutor returns them, they’ll provide you with detailed feedback on where you can improve.

Interactive Computer-Marked Assignments (iCMAs)

Generally these will be available a couple of weeks before the deadline date.
They’re always completed online.
They’re normally marked by a computer, but may be marked by your tutor.

End-of-Module Assessments (EMAs)/End-of-Module Tutor-Marked Assignments (emTMAs)

These are the final, marked piece of work on some modules.
They may be similar to TMAs you’ve done on the module, but will usually be a longer piece of work.
They'll usually cover the whole module rather than a part of it.
Your EMA/emTMA deadline will always be fixed.
If your module has an EMA or emTMA, you won’t normally have an exam as well.
Exams are the final assessed task on some modules. If your module has an exam, you won’t normally have an EMA as well.
Your exam date will be fixed.
Exams will normally take place remotely, and you will complete them at home or at an alternative location. If a module requires you to take a face-to-face exam, this will be made clear in the module description.
If your personal circumstances or disability are likely to have an impact on your ability to take your exam remotely, we may be able to put alternative arrangements in place or make reasonable adjustments. This would need to be discussed with your Student Support Team.

Residential schools

Only a few modules have a residential school. Some residential schools will be compulsory – you’ll need to attend to pass the module. Others will be optional.
The module description will tell you whether or not it includes a residential school.
If you have any concerns about attending a residential school, we’d recommend you talk to us before your module starts.

Progressing to a point where I felt more comfortable writing my assignments and having my scores reflecting that made me quite happy because it showed the hard work was being rewarded. Patrick ‘Ricky’ Skene, BSc (Hons) Sport, Fitness and Coaching

It wasn’t easy, but when I handed a completed assignment in I felt such a sense of achievement and knew I was one step closer to my dream. Gareth Hand, BA (Hons) Music

The Open University

Study with us
Work with us
Supported distance learning
Funding your studies
International students
Global reputation
Sustainability
Develop your workforce
Contact the OU

Undergraduate

Arts and Humanities
Art History
Business and Management
Combined Studies
Computing and IT
Creative Arts
Creative Writing
Criminology
Early Years
Electronic Engineering
Film and Media
Health and Social Care
Health and Wellbeing
Health Sciences
International Studies
Mathematics
Mental Health
Nursing and Healthcare
Religious Studies
Social Sciences
Social Work
Software Engineering
Sport and Fitness
Postgraduate study
Research degrees
Masters in Social Work (MA)
Masters in Economics (MSc)
Masters in Creative Writing (MA)
Masters in Education (MA/MEd)
Masters in Engineering (MSc)
Masters in English Literature (MA)
Masters in History (MA)
Masters in International Relations (MA)
Masters in Finance (MSc)
Masters in Cyber Security (MSc)
Masters in Psychology (MSc)
A to Z of Masters degrees
OU Accessibility statement
Conditions of use
Privacy policy
Cookie policy
Manage cookie preferences
Modern slavery act (pdf 149kb)

Follow us on Social media

Student Policies and Regulations
Student Charter
System Status
Contact the OU Contact the OU
Modern Slavery Act (pdf 149kb)

Where do you live?

Please tell us where you live so that we can provide you with the most relevant information as you use this website.

If you are at a BFPO address please choose the country or region in which you would ordinarily be resident.

Created by the Great Schools Partnership , the GLOSSARY OF EDUCATION REFORM is a comprehensive online resource that describes widely used school-improvement terms, concepts, and strategies for journalists, parents, and community members. | Learn more »

Formative Assessment

Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Formative assessments help teachers identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and academic support .

The general goal of formative assessment is to collect detailed information that can be used to improve instruction and student learning while it’s happening . What makes an assessment “formative” is not the design of a test, technique, or self-evaluation, per se, but the way it is used—i.e., to inform in-process teaching and learning modifications.

Formative assessments are commonly contrasted with summative assessments , which are used to evaluate student learning progress and achievement at the conclusion of a specific instructional period—usually at the end of a project, unit, course, semester, program, or school year. In other words, formative assessments are for learning, while summative assessments are of learning. Or as assessment expert Paul Black put it, “When the cook tastes the soup, that’s formative assessment. When the customer tastes the soup, that’s summative assessment.” It should be noted, however, that the distinction between formative and summative is often fuzzy in practice, and educators may hold divergent interpretations of and opinions on the subject.

Many educators and experts believe that formative assessment is an integral part of effective teaching. In contrast with most summative assessments, which are deliberately set apart from instruction, formative assessments are integrated into the teaching and learning process. For example, a formative-assessment technique could be as simple as a teacher asking students to raise their hands if they feel they have understood a newly introduced concept, or it could be as sophisticated as having students complete a self-assessment of their own writing (typically using a rubric outlining the criteria) that the teacher then reviews and comments on. While formative assessments help teachers identify learning needs and problems, in many cases the assessments also help students develop a stronger understanding of their own academic strengths and weaknesses. When students know what they do well and what they need to work harder on, it can help them take greater responsibility over their own learning and academic progress.

While the same assessment technique or process could, in theory, be used for either formative or summative purposes, many summative assessments are unsuitable for formative purposes because they do not provide useful feedback. For example, standardized-test scores may not be available to teachers for months after their students take the test (so the results cannot be used to modify lessons or teaching and better prepare students), or the assessments may not be specific or fine-grained enough to give teachers and students the detailed information they need to improve.

The following are a few representative examples of formative assessments:

Questions that teachers pose to individual students and groups of students during the learning process to determine what specific concepts or skills they may be having trouble with. A wide variety of intentional questioning strategies may be employed, such as phrasing questions in specific ways to elicit more useful responses.
Specific, detailed, and constructive feedback that teachers provide on student work , such as journal entries, essays, worksheets, research papers, projects, ungraded quizzes, lab results, or works of art, design, and performance. The feedback may be used to revise or improve a work product, for example.
“Exit slips” or “exit tickets” that quickly collect student responses to a teacher’s questions at the end of a lesson or class period. Based on what the responses indicate, the teacher can then modify the next lesson to address concepts that students have failed to comprehend or skills they may be struggling with. “Admit slips” are a similar strategy used at the beginning of a class or lesson to determine what students have retained from previous learning experiences .
Self-assessments that ask students to think about their own learning process, to reflect on what they do well or struggle with, and to articulate what they have learned or still need to learn to meet course expectations or learning standards.
Peer assessments that allow students to use one another as learning resources. For example, “workshopping” a piece of writing with classmates is one common form of peer assessment, particularly if students follow a rubric or guidelines provided by a teacher.

In addition to the reasons addressed above, educators may also use formative assessment to:

Refocus students on the learning process and its intrinsic value, rather than on grades or extrinsic rewards.
Encourage students to build on their strengths rather than fixate or dwell on their deficits. (For a related discussion, see growth mindset .)
Help students become more aware of their learning needs, strengths, and interests so they can take greater responsibility over their own educational growth. For example, students may learn how to self-assess their own progress and self-regulate their behaviors.
Give students more detailed, precise, and useful information. Because grades and test scores only provide a general impression of academic achievement, usually at the completion of an instructional period, formative feedback can help to clarify and calibrate learning expectations for both students and parents. Students gain a clearer understanding of what is expected of them, and parents have more detailed information they can use to more effectively support their child’s education.
Raise or accelerate the educational achievement of all students, while also reducing learning gaps and achievement gaps .

While the formative-assessment concept has only existed since the 1960s, educators have arguably been using “formative assessments” in various forms since the invention of teaching. As an intentional school-improvement strategy, however, formative assessment has received growing attention from educators and researchers in recent decades. In fact, it is now widely considered to be one of the more effective instructional strategies used by teachers, and there is a growing body of literature and academic research on the topic.

Schools are now more likely to encourage or require teachers to use formative-assessment strategies in the classroom, and there are a growing number of professional-development opportunities available to educators on the subject. Formative assessments are also integral components of personalized learning and other educational strategies designed to tailor lessons and instruction to the distinct learning needs and interests of individual students.

While there is relatively little disagreement in the education community about the utility of formative assessment, debates or disagreements may stem from differing interpretations of the term. For example, some educators believe the term is loosely applied to forms of assessment that are not “truly” formative, while others believe that formative assessment is rarely used appropriately or effectively in the classroom.

Another common debate is whether formative assessments can or should be graded. Many educators contend that formative assessments can only be considered truly formative when they are ungraded and used exclusively to improve student learning. If grades are assigned to a quiz, test, project, or other work product, the reasoning goes, they become de facto summative assessments—i.e., the act of assigning a grade turns the assessment into a performance evaluation that is documented in a student’s academic record, as opposed to a diagnostic strategy used to improve student understanding and preparation before they are given a graded test or assignment.

Some educators also make a distinction between “pure” formative assessments—those that are used on a daily basis by teachers while they are instructing students—and “interim” or “benchmark” assessments, which are typically periodic or quarterly assessments used to determine where students are in their learning progress or whether they are on track to meeting expected learning standards. While some educators may argue that any assessment method that is used diagnostically could be considered formative, including interim assessments, others contend that these two forms of assessment should remain distinct, given that different strategies, techniques, and professional development may be required.

Some proponents of formative assessment also suspect that testing companies mislabel and market some interim standardized tests as “formative” to capitalize on and profit from the popularity of the idea. Some observers express skepticism that commercial or prepackaged products can be authentically formative, arguing that formative assessment is a sophisticated instructional technique, and to do it well requires both a first-hand understanding of the students being assessed and sufficient training and professional development.

Alphabetical Search

FLVS Discussion-Based Assessments (DBAs): Options and Alternatives

At FLVS, we want students to be successful and completely comfortable when learning online. This includes discussion-based assessments. Even though some students may get nervous or anxious , just remember that DBAs are simply a verbal conversation between you and your teacher.

DBAs are one of the ways we ensure academic integrity (and make sure that it’s actually you doing the work). This is why teachers need to hear directly from you! They will be referencing the work you have done and speaking to students and parents multiple times throughout the course, so there is a common thread of communication that helps teachers connect a face (or voice) to the same student they see in live lessons and through submitted work. DBAs are also there for teachers to help you!

To get ready for a DBA, you can use any notes you have taken, your assignments, and lessons. You can contact your teacher to see if they have any other specific resources for their course to help you prepare.

There is a myth that DBAs can only be completed over the phone and that is not true! Your teacher does need to verbally speak with you directly, but we have several options available to do this. Make sure to contact your teacher to discuss your options.

The main thing is to not be nervous! Your teacher is there to help you succeed. If you have any questions or you get to the point when you are ready to complete a DBA, you can contact your teacher via email, text, or phone. We know you will be fantastic!

84 comments on “ FLVS Discussion-Based Assessments (DBAs): Options and Alternatives ”

Thank you this is very helpful.

yes you can use your notes 🙂

I’m about to take a DBA, but I’m not sure if I’m allowed to use my notes during it? Am I allowed to look at my notes during a DBA?

Yes, you can reference your notes! Hope your DBA went well. 🙂

When I enter a live lesson it says my chat permission is turned off. I am not sure why ? I also can’t hear anything in the lives or type

Hi Kimberly. Sometimes the teacher has the chat feature turned off during live instruction. Don’t hesitate to check with them via email or text if you are having trouble or confused!

If you are taking a foreign language on flvs do your teachers call you (for dba’s) in that specific foreign language or do they ask the dba questions in English?

Hi Naomi! Some teachers may use both depending upon the level of the course. However, students who are new to the language and beginner level will initially focus on vocabulary, etc. Hope this helps!

Are we allowed to do DBA’s through text if we are not comfortable with using our voice with people online?

Your teachers want to ensure that they are hearing from you – but a video call or live lesson setting (using the mic) are options you could discuss with your teacher!

I understand DBA’s are to make sure things are going well but now my daughter has 4 dba’s per segment. That is just too much when the reason for home school is flexibility and independence. No good options at all.

Yeah, when you get into middle school and higher, the DBA amount gets higher! It is annoying how they (my teachers at least!) never let me reschedule, they just have me get a bad score if I can not get in on time, (I have a lot of stuff happening, so it is hard to be ready for every DBA, and sometimes my availabilty changes!) which sucks.

Are there any alternatives for children with severe anxiety?

Yes! Please discuss options like those listed in this post with your teacher.

My daughter has a severe anxiety disorder which was the reason for homeschooling in the first place. Talking to people on the phone and doing dbas gives her anxiety to the point where she feels like she’s going to throw up. This has been an ongoing problem and the anxiety has just been getting worse. Is there any alternatives for the dbas?

Hi Ashley. Yes, you can discuss options like those listed in this post with your student’s teacher.

What is the alternative then? I also joined FLVS because my anxiety was too bad for in school. The fact that we have to talk on the phone completely ruins the whole point of joining to try to feel more comfortable. I cry and feel sick to my stomach before EVERY SINGLE dba, regardless of the fact that I’ve never even failed one before. These ”alternatives” are not alternatives, you’re just recommending other programs to talk on. It isn’t helping.

Hi Caylee, Please reach out to your teacher or school counselor so we can help!

Flvs should have an alternative to being on the phone while texting the students questions about what they learned if they have anxiety over getting on the phone. I’m literally about to not get my diploma for a class because I’m too scared to get on a dba. Keep in mind I do have an A in the class but the Dbas have been stopping me from going to my next semester and I’m supposed to graduate in 15 days!!!!

My daughter has Selective Mutism which basically means she can’t speak in certain situations. She will be physically incapable of completing these DBAs. Is there any alternative option for her that doesn’t require speaking? She gets straight A’s in school and really takes school seriously, so I would hate for her to lose points on this.

Hi Sandra! Yes, the teachers can accommodate. Please be sure to discuss with your teacher when starting so they can make adjustments as needed. You can also reach out to our ESE team with questions or for support! https://www.flvs.net/student-resource/full-time/student-support-services/exceptional-student-education

Is there a limit to how many DBA’s we can complete a day?

Hi Mya! Students can take 1 DBA per subject a day! Hope this helps. 🙂

For most students there are but one time my teacher had me take 2 at once to catch up since I finished both modules.

So if I do the live lesson I don’t have to take the dba?

Hi Emery. Students are required to take DBAs but you can discuss alternative options with your teacher if needed. Hope this helps!

Do you have to take DBAs? Can you just skip them and do the rest of the work and still pass?

Hi Annie. DBAs are required but you can reach out to your teacher to discuss other options like the ones mentioned above if you need.

Can you fail a DBA and still continue on with the course? Or do you have to get a 60% or higher on them to continue on? I’m asking because I am a student with an anxiety disorder and I can’t get on a call without breaking down. I have already spoken with my teachers but they said that there is nothing they can do.

Hi Alyssa, DBA’s can be stressful for students. However, they are required to be taken and passed for a student to move on in the course. DBA’s are a great opportunity to talk with your teacher and ask questions to make sure you really understanding the material. If you are nervous, please let your teacher know! This blog may help you as well: https://blog.flvs.net/getting-past-the-fear-of-dbas/

Hi I accidently forgot my DBA appointment does that mean I fail or do they take points off.

Hi Ariel! You can reach out to your teacher to reschedule your DBA. 🙂

Hello! I actually am about to take a DBA tomorrow and I just want to ask what “kind” of questions will the teachers ask?? Like, will they ask for definitions, examples, etc.? I’m not gonna lie but I am kind of nervous about the call. I have made sure that I read each chapter and wrote notes just feeling a little anxious and nervous… 🙁

Hi Angelyn, The questions will depend on the course and module you’re working on. It’s okay to let your teacher know that you’re nervous. They are there to help you and make sure you understand the material. Hope this helps!

I actually finished the DBA it wasn’t all bad! For those who are going to do a DBA and you’re really nervous…KEEP READING. Ok, so I am not smart. No one is born smart, your hard work determines your intelligence on something! Cornell notes REALLY helped me do good on the DBA. I’m not saying that I did it perfectly! Now that I know how the DBA will be done, I feel more confident! Also, trust me do cornell notes! You’ll thank me later! Ask honest questions and try your best! You can do this! Look, if I can do this you can do it better! Good Luck!

If you cant get everything in by the end of the first segment do you fail the class?

Hi there! We recommend reaching out to your teacher to discuss your academic progress. Hope this helps!

Hi so my question is about the Visual Dba, so do you have to have your camera on or just answer the questions and talk ?

Hi there! You can reach out to your teacher to discuss alternative options, such as a phone call.

Does all your flvs options require dbas? I like flvs because I can do my work on my own time, it’s just the dbas make me so nervous and the teachers are always putting pressure when I get an answer wrong as if they’re assuming something else. I want to re-register with you guys but I don’t wanna have to deal with the dbas because of anxiety.

Hi Nana. Yes, DBAs are required but you can discuss other options with your teachers.

If I have my final DBA do I have to do it within 7 days of me submiting the wellness plan for module 6?

Hi TJ, We recommend reaching out to your teacher to ask about upcoming due dates and DBAs. 🙂

Are teachers able to excuse you from taking dba’s?

A different format may be available, but assessments typically include some kind of verbal component. Talk to your teachers about your options!

Is Flvs available in summer?

Hi Hanh. Yes, students can take online courses year-round with FLVS Flex. 🙂

So can a Live lesson substitute a DBA or do we still have to take DBAs.

Hi Makaio, DBAs are required but you can discuss alternatives with your teacher if needed.

so I went to a small private school last year for my freshman year and I took Spanish there, but there wasn’t like a grading system and I don’t have any type of paperwork that said I finished Spanish 1 and 2. This year I started doing homeschooling (flvs flex) and I just finished Spanish 3 with an A. Would it be a problem for good colleges that I don’t have anything that says I finished Spanish 1 and 2 but did Spanish 3 and planning to do Spanish 4, Or should I just take it on flvs now and finish it both Spanish 1 and 2 after I already finished 3 ?

Hi John, we recommend reaching out to an FLVS counselor to discuss your transcript.

Am I allowed to take 2 dBA’s in one day in the same course? Because my graduation deadline is Friday & my teacher says I have to wait till Friday to take my 2nd Dba.

Hi HT! We recommend reaching out to your teacher as soon as possible to discuss your graduation deadline.

Hi! So I am currently a senior, and my graduation is on June 8th. I am currently taking an economics course that I am finishing up, however I have 3 Dba’s, am I allowed to take more than one in a day? Also I completed my first assignment on may 27th, are they allowed to issue a grade before the first 14 days of working in the course?

Hi Derron! We recommend reaching out to your teacher to discuss your upcoming deadlines.

I have social anxiety and my anxiety gets so bad for DBAs i can’t remember anything I learned, it makes it seem like i don’t do my work when i actually do, and i never pass or it brings my grade down. It’s also super embarrassing when I don’t know the answer, i can sense the teacher getting annoyed. I hate them so much. part of the reason why i wanted to do school online was so i didn’t have to speak to anyone. people often tell me about pen foster because you don’t have to do DBAs but the only thing is that i have to pay. but anyways, i see that the teachers can give alternative options, what are the alternatives?

Hi Harley, we recommend reached out to your teacher to discuss alternative options.

what happens if you don’t get to finish all the DBAs well you still pass

Hi Jezreel, DBAs are a required part of FLVS courses. You can reach out to your instructor to discuss your progress and options.

hi i m scehduling a dba through zoom could i just talk in the chat to my teacher?

Hi Sandra, you can discuss alternative options with your teacher if needed. 🙂

Are teachers allowed to force a student to do a DBA?

Hi Christopher, DBAs are part of each FLVS course but you can discuss alternative with your teacher if needed.

Hello! When you are doing a Dba in a math class are you aloud to look off your notes to respond to a question you teacher is asking you?

Hi Jonaira! Don’t hesitate to reach out to your instructor if you have any questions. 🙂

Hello, thanks! So you don’t know then?

Hi Jonaira – DBAs are a way for your instructor to assess your learning throughout the course. Instructors requirements may vary by grade and subject so it’s best to ask your instructor what tools can be used. Hope this helps!

What am I supposed to write in the student box comment when doing the dba??

Hi Kim, be sure to reach out to your teacher if you need assistance. 🙂

i get like “im almost going to throw up” sick with the thoughts of dbas, also, I know what I’m talking about most of the time but i usually can’t explain it with talking because I stutter to much, I want to type it but they usually don’t like it. I’ll talk but I’d like to write my response.

Hi Bella, We know that DBAs can be stressful. Be sure to let your teachers know if you’re struggling. They want to help you succeed! This blog may help: https://blog.flvs.net/getting-past-the-fear-of-dbas/

What should I do if my miss my dba. I was supposed to have my dba but I missed it. How would I rescchedule if there are no spaces left?

Hi Bella, be sure to reach out to your teacher!

Can you retake a DBA?

Hi Duvud – Yes, be sure to communicate with your teacher if you need to reschedule or retake a DBA. Thanks!

I feel that those who suffer from anxiety and have 504 plans should be offered an alternative to DBAs. The ADA law requires that schools make accommodations for those with disabilities. Anxiety is a legitimate disability. The fact the FLVS requires a DBA (without a suitable alternative) for people with anxiety is in violation of the law. May I propose allowing the student to chat via text with the teacher while being on zoom or another video method so that the teacher can see that it is the actual student responding? Also, my daughter has taken several online duel enrollment classes at our state college and they do not require DBAs. I recommend fulfilling your high school requirements with those instead of using FLVS.

Hi Linda, We understand your frustration. Please reach out to one of our FLVS counselors so we discuss alternative options.

Are DBAs unique to foreign language classes or is it for all your classes?

Hi Raheem — Yes, students in World Language courses are also required to take DBAs.

Can I do 2 AB courses over the summer. I want to do it because I want to double accelerate in the world language I am taking and ELA.

Hi Kavin – To allow for successful course completion, prior to the AP exams in May, please enroll for your AP course(s) during the following registration periods: (1 credit courses: June 1 – September 29) (0.5 credit courses: June 1 – January 30)

is there another way to schedule DBA’s without going through the link in the course, because the link isn’t working. i know i can text her for an appointment but is there another option other then that? thank u

Hi Abigail, Thanks for reaching out! Please contact your teacher so they can assist you further.

Hey guys! So if anyone is nervous about DBAs please keep reading! So most teachers have a study guide set up on their home page with all the things you need to know for your DBA so that you can make sure you have everything prepared! This makes it easier especially if you are learning a language and are not sure what to study. So this way you can have everything that you are going to say planned out! Hope this helps!

How to tackle essay-based exams

Share this post

Regardless of whether they exhilarate you or exhaust you, essay-based exams are the backbone of testing in some faculties.

I used to think that just flipping through my notes was enough to study for essay-based exams—I would just write about what I remembered from the class, right?

Not so much. This type of exam does give you some flexibility in what you choose to write about, but it also requires careful studying beforehand and adjustments to how you approach essay-writing during the exam—not to mention a healthy dose of stamina to get you through.

Essay-based exams are challenging, and, as an undergrad, I often came out of them feeling like somebody had rearranged my brain with an electric mixer. However, having to prepare for and write one usually helped me understand the big picture of the course better.

You don’t have to learn to love them, but figuring out how to approach these kinds of exams can make them more manageable.

Strategically prepare with case studies and theory

Studying for an essay-based exam isn’t quite like studying for a multiple choice test . While both have their challenges, writing essays when you have a limited amount of time requires you to do a lot of active preparation beforehand.

1. Use the review sheets to study efficiently

Most courses I’ve taken with essay-based exams have also provided a review sheet with topics and information about the exam beforehand.

This means that you often don’t have to review the entire course in depth to do well. If the professor gives you a list of say, 15 topics, and you know that there’s going to be 5 essay questions on the test, and you only need to write 3 essays in total, you can do a bit of math to figure out how many topics you’ll need to study to be prepared.

Each essay question will probably require knowledge of more than just one topic in the course, but strategically focusing your studying can make you better prepared for the questions you’ll actually answer on the exam.

2. Focus on flexible case studies

In courses like political science and history, I liked to spend a good portion of my prep time reviewing case studies that can be adapted for a number of essay topics. Prepare at least 3 or 4 case studies for each essay, with some backup.

You can use these in different combinations depending on the essay question—you won’t have time to go extremely in-depth in the essay, but make sure you know the main points and how the case study relates to the theory of the course.

3. Find links between examples and theory

Don’t neglect studying the theory—what have your course readings been arguing? Do you agree or disagree with them? It’s okay to have opinions that differ from the readings, but make sure you can back your arguments up with evidence.

Consider what the overall themes of the course have been—how do all the topics link together? How can you link case studies together with course themes and theory?

Additionally, check out these tips if you're preparing for an English exam specifically!

Maintain a good pace while writing the exam

Once your preparation is done and you’re writing the exam itself, make sure you keep track of the time. If you have 2 hours to write 3 short essays, don’t spend 90 minutes perfecting your first essay only to realize you have half an hour to write both the second and third.

Give yourself a few minutes at the beginning to read through the questions and plan your essays. Space out the essays so you have some time at the end as well—this gives you a bit of breathing room if you end up spending longer on a section or want to do some minor edits at the end.

Commit to your thesis

Whenever I wrote essays for assignments, I inevitably ended up readjusting my entire paper after I got further in my research and figured out what I actually wanted to focus on. While that freedom is nice when the due date is a week or two away, you won’t have the flexibility to change your thesis after a bit of writing in an exam scenario.

If you get halfway through your essay and feel you should've picked a different argument, you likely won’t have time to go back and restart. Whatever you end up writing, commit to it and be confident in your arguments—you’ve studied hard, so sell what you know!

Adjust your writing

The TA or professor marking your exam isn’t expecting a hyper-polished, publishable result here—they want to see that you can craft a solid argument and that you have a perspective on the course material.

Of course, syntax, grammar, and punctuation are still important, but keep your writing simple and to the point. Getting the information across is more important than showcasing your most eloquent writing. Focus on writing clear, straightforward sentences that reflect your understanding of the course, and save straining for colourful synonyms for your papers.

Lastly, don’t sweat the introduction and conclusion. All you need are a few sentences—the marks are in the discussion.

Writing essay-based exams takes practice, but with the right preparation you’ll find they’re a great way to cap off your understanding of the course!

Header photo credit: Paul Joseph / UBC Brand & Marketing

Most viewed this week

An illustration of a glowing figure comforting another figure while standing on a pathway in the woods

Recent in Academics

What to do if your study permit doesn't arrive in time
Which UBC library is for you?
5 things your profs want you to know

Scholarly Teacher titled, showing quill and inkwell in navy blue. Noting established 2014

Purposefully pause. Think critically. Reflect on your teaching and your students' learning.

Brought to you by

Jun 25, 2020

Alternatives to the Traditional Exam as Measures of Student Learning Outcomes

Updated: May 16, 2023

Lucinda L. Parmer

Southeastern Oklahoma State University

With the COVID-19 outbreak, instructors across the country scrambled in the middle of the spring semester to move from face-to-face instruction to remote emergency teaching. Over the summer, many faculty have time to rethink their assessment strategies, including exams, as we prepare for the Fall. With the reconceptualization of how we all teach, now more than ever, is the time for instructors to consider alternative exam formats (for implementation inside and outside the classroom).

Using multiple-choice questions for course exams or quizzes that are pre-created from a textbook publisher’s test bank of questions is a common assessment method for testing students over content learned. The main appeal of using test banks is that they are automatically graded for an instructor when integrated into any learning management system (LMS) such as with Blackboard or Canvas. Unfortunately, test bank multiple choice questions may not work well for an unproctored at-home online exam, in addition to the shortfalls of multiple-choice items as an assessment strategy.

It is time for us to all seriously rethink this strategy, particularly with so many students now taking online and at-home exams.

Project-Based Assignments and Student Learning Outcomes

So what is the solution you might ask? Information regarding alternative and innovative exam formats are readily accessible with just a quick google search, but also within the educational literature. For example, Worcester Polytechnic Institute explains the benefits to student learning when instructors forgo the traditional multiple-choice or true/false exam format. Literature supporting faculty use of employing alternative exam formats includes, for example, p roject-based learning (PBL).

PBL requires students to work on a semester-long project highlighting the main ideas and concepts of the course’s learning objectives. Using a scaffolding technique, students submit parts of the project throughout the semester with a final draft due at the end of the term. Utilizing alternative and innovative testing formats such as PBL enhances student learning as they develop skills such as higher critical thinking, problem-solving, teamwork, communication, and leadership skills. Plus, there are even long-term benefits, such as stronger initiative-taking, responsibility, character, and the ability to understand different points of view.

I am using project-based learning in all of my courses currently. I put a disclaimer in my syllabus, explaining that I was forgoing multiple-choice exams and quizzes and that the student activities would all be project-based both individually and in a team. I then designed an overall individual Course Project where students submit their analysis weekly and build upon it each week. The additional assignments for my courses include digitally-based lab assignments fully integrated into my university’s LMS and other paper projects and group projects. The point is to be creative!

Additional Alternative and Innovative Exam Formats

Examples of other alternative and innovative exam formats are available on several university websites, such as the University of Minnesota , University of California – Berkley , and at Lakehead University :

Open Book Exams: allows students to use the designated course textbook/e-book, or supplementary resources, such as the internet, while taking their exams. With open-book exams, it is important to ask higher-order cognitive thinking questions rather than factual lower-level questions.

Crib Sheets: will enable students the ability to use resources such as class handouts and personal class notes while taking an exam.

Take-Home Exams : offer the instructor an opportunity to create more challenging problems for students to complete at home outside of the classroom, whereas such complex assignments are not possible to finish during a single traditional classroom session.

Collaborative Testing: allows students to work in teams to teach each other, debate, and draw a final consensus of answers.

Student Portfolios: these are creative projects where students can work on the entire class term, highlighting the main ideas and topics the students have learned throughout the course. These portfolios can be digitally-based, an oral presentation with visuals, or in a paper report format.

Performance Tests: requires the student to create something tangible that reinforces what the student has learned in the course. Examples of performance tests can include science/lab activities,” Shark Tank” night as commonly used in business courses, and art/drama courses to include plays and performances.

Retake Policies: allows the student to retake an exam to earn a higher grade. The test could be the same or any variation of the first exam the student took.

Summaries are a great tool that allows students to either verbally in presentation style, in a written report, or even digitally (i.e., website) summarize their main learning points throughout the term.

Small-Stakes Quizzes and Tests: instead of having “high-stakes” midterms and final exams, instructors can have smaller-stake quizzes and tests throughout the course.

Briefing Reports: students can create a memorandum of sorts identifying, for example, a case study’s problem and alternative solutions.

Presentations: students can analyze chapter questions and then create their analysis in a presentation such as with Google Slides or Microsoft PowerPoint.

Reflective Papers: students write a paper reflecting on their learnings from the course. They are required to align course learning theories and outcomes to their overall reflections.

Student-Proposed Projects: students can either create their course project or choose from a list of projects. The list could, for example, be a paper, presentation, website, blog, audio/video recording, or podcast. The course project would need to analyze the key topics, concepts, and learning objectives of each chapter, or the course at large.

Experiential-Learning Activities: this type of activity consists of students “learning by doing,” and having hands-on personal experiences, such as internships (paid or unpaid), job shadowing assignments, student consulting assignments, for example, designing a local entrepreneur’s company website. Having students reflect on their experiences is essential.

Poster Sessions (can be virtual or face-to-face): students can create research posters using templates . Students may either submit their completed poster as a file attachment in an LMS for digital courses, present in class for face-to-face or hybrid classes, or record the presentation with the poster and upload as an audio/video file in a digital course LMS.

Fact Sheets: students can create a fact sheet on a particular chapter(s) or on the entire course. The fact sheet should contain pertinent information that the student can attribute to being true regarding the course subject, topics, theories, and/or concepts.

Gamification and Game-Based Learning: gamification is the process of applying game mechanics (i.e., points, levels, badges, money) to student learning; for example, stock market games, Kahoot!, and Capsim.

Service-Learning: combines learning goals and community service in ways that can enhance both student growth and the common good. For example, student activities partnered with Goodwill, Habitat for Humanity or a local Food Bank.

Hopefully, this blog inspires you to forgo standardized multiple-choice exams when developing options for measuring learning outcomes for your courses. Yes, I know, developing exams from test banks is very tempting. Who wants to rework the wheel?! However, multiple-choice exams have serious limitations in terms of testing for higher-order thinking. The alternatives to the traditional exam are justified in the literature. Implementing options requires more preparation and planning than developing a test. But by implementing alternative assignments, student learning is both enriched and enhanced as students demonstrate skills such as higher critical thinking, problem-solving, teamwork, communication, and leadership skills.

Discussion Questions

Which alternative and innovative exam formats have you used in your courses, and why? Does your department support alternative and innovative exam formats? If not, how might you be able to change this in your department?

Which example provided in this blog of alternative and innovative exam formats would you consider incorporating into a future course? Why do you think this particular format would work best in one of your future classes?

What additional alternative and innovative exam formats were not addressed?

Alternatives to traditional Testing. (n.d.). Retrieved May 14, 2020, from https://teaching.berkeley.edu/resources/improve/alternatives-traditional-testing

Bandy, J. (n.d.). What is service learning or community engagement? Retrieved from Vanderbilt University Center for Teaching website: https://cft.vanderbilt.edu/guides-sub-pages/teaching-through-community-engagement/

Center for educational innovation. Advance your teaching. Engage your learners. (n.d.). Retrieved from University of Minnesota website: https://cei.umn.edu/support-services/tutorials/integrated-aligned-course-design-course-design-resources/alternative

Dubec, R. (2018, November 13). Thirteen alternatives to traditional Testing. Retrieved May 15, 2020, from https://teachingcommons.lakeheadu.ca/13-alternatives-traditional-testing

Free research poster PowerPoint templates. (n.d.). Retrieved May 15, 2020, from https://www.posterpresentations.com/free-poster-templates.html

[Transforming higher education through project-based learning]. (n.d.). Retrieved from Chronicle of Higher Education - Worcester Polytechnic Institute website: https://www.chronicle.com/paid-article/transforming-higher-education/185

What is the experiential learning cycle? (n.d.). Retrieved June 1, 2017, from Growth Engineering website: https://www.growthengineering.co.uk/what-is-experiential-learning/

About the Author

Course Design/Redesign
Student Learning

How to Use Project-Based Assessments (PBAs) in Education

by The Propello Crew on Nov 2, 2023 9:00:00 AM

Over the past several years, educators have increasingly adopted personalized, student-centered teaching practices to ensure they reach and engage a broad spectrum of learners. Yet, when evaluating students’ knowledge and grasp of new concepts, many schools still rely on traditional assessment methods like tests and quizzes. While these assessments have their place, they’re not always the best indicator of how well students understand materials or whether they can apply their new knowledge in a real-world context. Instead, it can be more beneficial (and enjoyable) for students to participate in project-based assessments: activities that require them to demonstrate their grasp of new information and skills in ways that promote further development and deep learning .

What are Project-Based Assessments?

Project-based assessments (PBAs) are the means through which teachers measure student knowledge gained via project-based learning (PBL) — a student-centered teaching approach that uses engaging, real-world applications and hands-on learning to help students build knowledge while strengthening critical thinking and problem-solving skills. In classrooms that use PBL, students often work together to answer curriculum-relevant questions and solve challenges, preparing them to become adept communicators and collaborators in their future lives and careers. Instead of end-of-unit tests, they are assessed through group or independent projects. For example, in a unit about environmental pollution, students might be asked to prepare and present a strategy for reducing pollutants in their community. Or, to learn about the Supreme Court, you might hold a mock hearing where students research and argue for or against one side of a historic case.

One of the best benefits of using PBAs is that you can vary the format depending on the subject, unit, skills involved, and learning objective. Examples of PBAs include:

Presentations
Labs and experiments
Physical crafts and creations
Written reports
Classroom debates or mock trials
Plays and performances
Journals, blogs, or photo logs
Videos or podcasts
Plans, strategies, or campaigns

How Do Project-Based Assessments Differ from Traditional Assessments?

In PBL, teachers act as guides, supporting students as they define problems and work to ideate and test solutions. Instead of lecturing, teachers ask probing questions that directly engage students , ignite their creativity and critical thinking, and frame challenges in the proper contexts. And instead of using traditional assessment methods like tests and quizzes, teachers assess student learning by evaluating their projects. However, it’s important to recognize that PBAs are different from the projects teachers sometimes assign students after covering curriculum material in a traditional way. Unlike those lighter projects, a project-based assessment is the primary means for covering a unit.

In other words, students learn the material by completing a project, which may involve multiple phases and span several weeks. Assessments may include a combination of group collaboration and independent work and can even cover numerous subjects or curriculum areas. For projects with multiple steps, teachers might assess students at the end of each phase and on the final product.

PBAs differ from tests and quizzes, which can fall short in deciphering between actual knowledge and rote memorization. Instead, they (PBAs) help students build knowledge and challenge them to apply their new knowledge in meaningful ways.

What Does the Research Say About Project-Based Assessments in Education?

While transitioning to PBL from traditional methods can take some getting used to, research shows it’s well worth the effort, boosting student engagement, critical thinking, and problem-solving skills. In a study of middle school students , 7th and 8th graders taught via PBL displayed higher academic achievement in math and reading than non-PBL peers. And a 2020 study found that PBL techniques improve student engagement by supporting knowledge and information sharing and discussion. Additionally, a study of vocational high school students found that PBL increased problem-solving abilities and learning motivation, while a 2019 study published in the International Journal of Learning, Teaching and Educational Research found multidisciplinary integrated PBL improved critical thinking and collaboration skills.

PBL can also make learning more fun for students, potentially reducing stress — particularly for those with test anxiety — while helping them excel academically. In a 2023 study where students’ exams were replaced with PBAs, students not only received higher marks but also reported a better learning experience.

Excelling with PBAs in Your Classroom

We know what you’re probably thinking. “This sounds great in theory, but how do I successfully introduce PBAs into my classroom(s)?”

Here are a few recommendations:

Don’t change too much too soon PBAs — and project-based learning in general — isn’t something you swap to overnight. Instead, it’s better to introduce the approach slowly, experiment with it, and tweak it over time. You might start by trying PBL for a unit on the solar system, switching out your usual lectures and end-unit test with a multi-week classroom project that covers the same standards. For example, Propello includes an earth/space science project in which students demonstrate their comprehension of geologic time, Earth’s history, and the formation of the solar system. The project also challenges students to use data collection and analysis to predict its future and build a 3D model.
Set clear parameters Define your scope. For example, how many weeks will the project take? How many priority standards will the project cover? What criteria or rubric will you use to evaluate students’ projects? In Propello, each project lists how many class periods it will take and approximately how long each session will require so you can plan accordingly. For example, a Propello life science PBA on mapping inheritance should span 4 to 5 class periods of 45 minutes each. By setting clear expectations, you and your students can get accustomed to the new pace and way of learning.
Make it your own Remember that PBAs won’t look the same for every classroom (or even every student) and will likely vary from year to year as you become more familiar with what works best. Fortunately, the flexible nature of project-based assessments makes it easy to build in modifications, learning accommodations , and differentiation. Some teachers even present students with a “menu” of projects so they can select the assessment that best aligns with their interests, skills, and how they learn.
Leverage supportive tools One of the biggest challenges associated with project-based assessments in education is that it can be labor-intensive for teachers. Projects are often more complicated to evaluate than a multiple-choice test, and developing fresh ideas for assessments and ensuring projects include modifications for different learners requires a lot of time and mental bandwidth. This is where technology can help. Propello was designed by educators to provide teachers with customizable and flexible lesson planning for active learning approaches like PBL. With built-in assessment options and embedded scaffolding, you’ll have all the support you need to succeed while conserving your energy.

Interested in leveraging PBAs in your classroom but not sure where to start? Sign up for a free Propello account to access hundreds of customized activities and projects.

#scienceinstruction (15)
#educationuncharted (11)
#professionaldevelopment (9)
#whypropello (9)
#science (6)
#curriculum (5)
#differentiatedinstruction (4)
#pedagogy (4)
#learningscience (3)
#lessonplan (3)
#PropelloNews (2)
#artificialintelligence (2)
#edspace (2)
#makingmeaning (2)
#studentengagement (2)
#cognitiveload (1)
#quietquitting (1)
#solareclipse (1)
#standardsbasedgrading (1)
#teacherappreciation (1)
April 2024 (1)
March 2024 (3)
January 2024 (1)
December 2023 (2)
November 2023 (4)
October 2023 (3)
September 2023 (4)
August 2023 (5)
July 2023 (3)
June 2023 (5)
May 2023 (6)
April 2023 (4)
March 2023 (5)
February 2023 (2)
January 2023 (4)
December 2022 (3)
November 2022 (4)
October 2022 (1)
September 2022 (1)
August 2022 (2)

Subscribe by email

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Writing Assignments

Kate Derrington; Cristy Bartlett; and Sarah Irvine

Introduction

Assignments are a common method of assessment at university and require careful planning and good quality research. Developing critical thinking and writing skills are also necessary to demonstrate your ability to understand and apply information about your topic. It is not uncommon to be unsure about the processes of writing assignments at university.

You may be returning to study after a break
You may have come from an exam based assessment system and never written an assignment before
Maybe you have written assignments but would like to improve your processes and strategies

This chapter has a collection of resources that will provide you with the skills and strategies to understand assignment requirements and effectively plan, research, write and edit your assignments. It begins with an explanation of how to analyse an assignment task and start putting your ideas together. It continues by breaking down the components of academic writing and exploring the elements you will need to master in your written assignments. This is followed by a discussion of paraphrasing and synthesis, and how you can use these strategies to create a strong, written argument. The chapter concludes with useful checklists for editing and proofreading to help you get the best possible mark for your work.

Task Analysis and Deconstructing an Assignment

It is important that before you begin researching and writing your assignments you spend sufficient time understanding all the requirements. This will help make your research process more efficient and effective. Check your subject information such as task sheets, criteria sheets and any additional information that may be in your subject portal online. Seek clarification from your lecturer or tutor if you are still unsure about how to begin your assignments.

The task sheet typically provides key information about an assessment including the assignment question. It can be helpful to scan this document for topic, task and limiting words to ensure that you fully understand the concepts you are required to research, how to approach the assignment, and the scope of the task you have been set. These words can typically be found in your assignment question and are outlined in more detail in the two tables below (see Table 19.1 and Table 19.2 ).

Table 19.1 Parts of an Assignment Question

Topic words	These are words and concepts you have to research and write about.
Task words	These will tell you how to approach the assignment and structure the information you find in your research (e.g., discuss, analyse).
Limiting words	These words define the scope of the assignment, e.g., Australian perspectives, relevant codes or standards or a specific timeframe.

Make sure you have a clear understanding of what the task word requires you to address.

Table 19.2 Task words


	Give reasons for or explain something has occurred. This task directs you to consider contributing factors to a certain situation or event. You are expected to make a decision about why these occurred, not just describe the events.	the factors that led to the global financial crisis.
	Consider the different elements of a concept, statement or situation. Show the different components and show how they connect or relate. Your structure and argument should be logical and methodical.	the political, social and economic impacts of climate change.
	Make a judgement on a topic or idea. Consider its reliability, truth and usefulness. In your judgement, consider both the strengths and weaknesses of the opposing arguments to determine your topic’s worth (similar to evaluate).	the efficacy of cogitative behavioural therapy (CBT) for the treatment of depression.
	Divide your topic into categories or sub-topics logically (could possibly be part of a more complex task).	the artists studied this semester according to the artistic periods they best represent. Then choose one artist and evaluate their impact on future artists.
	State your opinion on an issue or idea. You may explain the issue or idea in more detail. Be objective and support your opinion with reliable evidence.	the government’s proposal to legalise safe injecting rooms.
	Show the similarities and differences between two or more ideas, theories, systems, arguments or events. You are expected to provide a balanced response, highlighting similarities and differences.	the efficiency of wind and solar power generation for a construction site.
	Point out only the differences between two or more ideas, theories, systems, arguments or events.	virtue ethics and utilitarianism as models for ethical decision making.
(this is often used with another task word, e.g. critically evaluate, critically analyse, critically discuss)	It does not mean to criticise, instead you are required to give a balanced account, highlighting strengths and weaknesses about the topic. Your overall judgment must be supported by reliable evidence and your interpretation of that evidence.	analyse the impacts of mental health on recidivism within youth justice.
	Provide a precise meaning of a concept. You may need to include the limits or scope of the concept within a given context.	digital disruption as it relates to productivity.
	Provide a thorough description, emphasising the most important points. Use words to show appearance, function, process, events or systems. You are not required to make judgements.	the pathophysiology of Asthma.
	Highlight the differences between two (possibly confusing) items.	between exothermic and endothermic reactions.
	Provide an analysis of a topic. Use evidence to support your argument. Be logical and include different perspectives on the topic (This requires more than a description).	how Brofenbrenner’s ecological system’s theory applies to adolescence.
	Review both positive and negative aspects of a topic. You may need to provide an overall judgement regarding the value or usefulness of the topic. Evidence (referencing) must be included to support your writing.	the impact of inclusive early childhood education programs on subsequent high school completion rates for First Nations students.
	Describe and clarify the situation or topic. Depending on your discipline area and topic, this may include processes, pathways, cause and effect, impact, or outcomes.	the impact of the COVID-19 pandemic on the film industry in Australia.
	Clarify a point or argument with examples and evidence.	how society’s attitudes to disability have changed from a medical model to a wholistic model of disability.
	Give evidence which supports an argument or idea; show why a decision or conclusions were made. Justify may be used with other topic words, such as outline, argue.	Write a report outlining the key issues and implications of a welfare cashless debit card trial and make three recommendations for future improvements. your decision-making process for the recommendations.
	A comprehensive description of the situation or topic which provides a critical analysis of the key issues.	Provide a of Australia's asylum policies since the Pacific Solution in 2001.
	An overview or brief description of a topic. (This is likely to be part of a larger assessment task.)	the process for calculating the correct load for a plane.

The criteria sheet , also known as the marking sheet or rubric, is another important document to look at before you begin your assignment. The criteria sheet outlines how your assignment will be marked and should be used as a checklist to make sure you have included all the information required.

The task or criteria sheet will also include the:

Word limit (or word count)
Referencing style and research expectations
Formatting requirements

Task analysis and criteria sheets are also discussed in the chapter Managing Assessments for a more detailed discussion on task analysis, criteria sheets, and marking rubrics.

Preparing your ideas

Brainstorm or concept map: List possible ideas to address each part of the assignment task based on what you already know about the topic from lectures and weekly readings.

Finding appropriate information: Learn how to find scholarly information for your assignments which is

See the chapter Working With Information for a more detailed explanation .

What is academic writing?

Academic writing tone and style.

Many of the assessment pieces you prepare will require an academic writing style. This is sometimes called ‘academic tone’ or ‘academic voice’. This section will help you to identify what is required when you are writing academically (see Table 19.3 ). The best way to understand what academic writing looks like, is to read broadly in your discipline area. Look at how your course readings, or scholarly sources, are written. This will help you identify the language of your discipline field, as well as how other writers structure their work.

Table 19.3 Comparison of academic and non-academic writing


Is clear, concise and well-structured	Is verbose and may use more words than are needed
Is formal. It writes numbers under twenty in full.	Writes numbers under twenty as numerals and uses symbols such as “&” instead of writing it in full
Is reasoned and supported (logically developed)	Uses humour (puns, sarcasm)
Is authoritative (writes in third person- This essay argues…)	Writes in first person (I think, I found)
Utilises the language of the field/industry/subject	Uses colloquial language e.g., mate

Thesis statements

Essays are a common form of assessment that you will likely encounter during your university studies. You should apply an academic tone and style when writing an essay, just as you would in in your other assessment pieces. One of the most important steps in writing an essay is constructing your thesis statement. A thesis statement tells the reader the purpose, argument or direction you will take to answer your assignment question. A thesis statement may not be relevant for some questions, if you are unsure check with your lecturer. The thesis statement:

Directly relates to the task . Your thesis statement may even contain some of the key words or synonyms from the task description.
Does more than restate the question.
Is specific and uses precise language.
Let’s your reader know your position or the main argument that you will support with evidence throughout your assignment.
The subject is the key content area you will be covering.
The contention is the position you are taking in relation to the chosen content.

Your thesis statement helps you to structure your essay. It plays a part in each key section: introduction, body and conclusion.

Planning your assignment structure

When planning and drafting assignments, it is important to consider the structure of your writing. Academic writing should have clear and logical structure and incorporate academic research to support your ideas. It can be hard to get started and at first you may feel nervous about the size of the task, this is normal. If you break your assignment into smaller pieces, it will seem more manageable as you can approach the task in sections. Refer to your brainstorm or plan. These ideas should guide your research and will also inform what you write in your draft. It is sometimes easier to draft your assignment using the 2-3-1 approach, that is, write the body paragraphs first followed by the conclusion and finally the introduction.

Writing introductions and conclusions

Clear and purposeful introductions and conclusions in assignments are fundamental to effective academic writing. Your introduction should tell the reader what is going to be covered and how you intend to approach this. Your conclusion should summarise your argument or discussion and signal to the reader that you have come to a conclusion with a final statement. These tips below are based on the requirements usually needed for an essay assignment, however, they can be applied to other assignment types.

Writing introductions

Most writing at university will require a strong and logically structured introduction. An effective introduction should provide some background or context for your assignment, clearly state your thesis and include the key points you will cover in the body of the essay in order to prove your thesis.

Usually, your introduction is approximately 10% of your total assignment word count. It is much easier to write your introduction once you have drafted your body paragraphs and conclusion, as you know what your assignment is going to be about. An effective introduction needs to inform your reader by establishing what the paper is about and provide four basic things:

A brief background or overview of your assignment topic
A thesis statement (see section above)
An outline of your essay structure
An indication of any parameters or scope that will/ will not be covered, e.g. From an Australian perspective.

The below example demonstrates the four different elements of an introductory paragraph.

1) Information technology is having significant effects on the communication of individuals and organisations in different professions. 2) This essay will discuss the impact of information technology on the communication of health professionals. 3) First, the provision of information technology for the educational needs of nurses will be discussed. 4) This will be followed by an explanation of the significant effects that information technology can have on the role of general practitioner in the area of public health. 5) Considerations will then be made regarding the lack of knowledge about the potential of computers among hospital administrators and nursing executives. 6) The final section will explore how information technology assists health professionals in the delivery of services in rural areas . 7) It will be argued that information technology has significant potential to improve health care and medical education, but health professionals are reluctant to use it.

1 Brief background/ overview | 2 Indicates the scope of what will be covered | 3-6 Outline of the main ideas (structure) | 7 The thesis statement

Note : The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing conclusions

You should aim to end your assignments with a strong conclusion. Your conclusion should restate your thesis and summarise the key points you have used to prove this thesis. Finish with a key point as a final impactful statement. Similar to your introduction, your conclusion should be approximately 10% of the total assignment word length. If your assessment task asks you to make recommendations, you may need to allocate more words to the conclusion or add a separate recommendations section before the conclusion. Use the checklist below to check your conclusion is doing the right job.

Conclusion checklist

Have you referred to the assignment question and restated your argument (or thesis statement), as outlined in the introduction?
Have you pulled together all the threads of your essay into a logical ending and given it a sense of unity?
Have you presented implications or recommendations in your conclusion? (if required by your task).
Have you added to the overall quality and impact of your essay? This is your final statement about this topic; thus, a key take-away point can make a great impact on the reader.
Remember, do not add any new material or direct quotes in your conclusion.

This below example demonstrates the different elements of a concluding paragraph.

1) It is evident, therefore, that not only do employees need to be trained for working in the Australian multicultural workplace, but managers also need to be trained. 2) Managers must ensure that effective in-house training programs are provided for migrant workers, so that they become more familiar with the English language, Australian communication norms and the Australian work culture. 3) In addition, Australian native English speakers need to be made aware of the differing cultural values of their workmates; particularly the different forms of non-verbal communication used by other cultures. 4) Furthermore, all employees must be provided with clear and detailed guidelines about company expectations. 5) Above all, in order to minimise communication problems and to maintain an atmosphere of tolerance, understanding and cooperation in the multicultural workplace, managers need to have an effective knowledge about their employees. This will help employers understand how their employee’s social conditioning affects their beliefs about work. It will develop their communication skills to develop confidence and self-esteem among diverse work groups. 6) The culturally diverse Australian workplace may never be completely free of communication problems, however, further studies to identify potential problems and solutions, as well as better training in cross cultural communication for managers and employees, should result in a much more understanding and cooperative environment.

1 Reference to thesis statement – In this essay the writer has taken the position that training is required for both employees and employers . | 2-5 Structure overview – Here the writer pulls together the main ideas in the essay. | 6 Final summary statement that is based on the evidence.

Note: The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing paragraphs

Paragraph writing is a key skill that enables you to incorporate your academic research into your written work. Each paragraph should have its own clearly identified topic sentence or main idea which relates to the argument or point (thesis) you are developing. This idea should then be explained by additional sentences which you have paraphrased from good quality sources and referenced according to the recommended guidelines of your subject (see the chapter Working with Information ). Paragraphs are characterised by increasing specificity; that is, they move from the general to the specific, increasingly refining the reader’s understanding. A common structure for paragraphs in academic writing is as follows.

Topic Sentence

This is the main idea of the paragraph and should relate to the overall issue or purpose of your assignment is addressing. Often it will be expressed as an assertion or claim which supports the overall argument or purpose of your writing.

Explanation/ Elaboration

The main idea must have its meaning explained and elaborated upon. Think critically, do not just describe the idea.

These explanations must include evidence to support your main idea. This information should be paraphrased and referenced according to the appropriate referencing style of your course.

Concluding sentence (critical thinking)

This should explain why the topic of the paragraph is relevant to the assignment question and link to the following paragraph.

Use the checklist below to check your paragraphs are clear and well formed.

Paragraph checklist

Does your paragraph have a clear main idea?
Is everything in the paragraph related to this main idea?
Is the main idea adequately developed and explained?
Do your sentences run together smoothly?
Have you included evidence to support your ideas?
Have you concluded the paragraph by connecting it to your overall topic?

Writing sentences

Make sure all the sentences in your paragraphs make sense. Each sentence must contain a verb to be a complete sentence. Avoid sentence fragments . These are incomplete sentences or ideas that are unfinished and create confusion for your reader. Avoid also run on sentences . This happens when you join two ideas or clauses without using the appropriate punctuation. This also confuses your meaning (See the chapter English Language Foundations for examples and further explanation).

Use transitions (linking words and phrases) to connect your ideas between paragraphs and make your writing flow. The order that you structure the ideas in your assignment should reflect the structure you have outlined in your introduction. Refer to transition words table in the chapter English Language Foundations.

Paraphrasing and Synthesising

Paraphrasing and synthesising are powerful tools that you can use to support the main idea of a paragraph. It is likely that you will regularly use these skills at university to incorporate evidence into explanatory sentences and strengthen your essay. It is important to paraphrase and synthesise because:

Paraphrasing is regarded more highly at university than direct quoting.
Paraphrasing can also help you better understand the material.
Paraphrasing and synthesising demonstrate you have understood what you have read through your ability to summarise and combine arguments from the literature using your own words.

What is paraphrasing?

Paraphrasing is changing the writing of another author into your words while retaining the original meaning. You must acknowledge the original author as the source of the information in your citation. Follow the steps in this table to help you build your skills in paraphrasing (see Table 19.4 ).

Table 19.4 Paraphrasing techniques

1	Make sure you understand what you are reading. Look up keywords to understand their meanings.
2	Record the details of the source so you will be able to cite it correctly in text and in your reference list.
3	Identify words that you can change to synonyms (but do not change the key/topic words).
4	Change the type of word in a sentence (for example change a noun to a verb or vice versa).
5	Eliminate unnecessary words or phrases from the original that you don’t need in your paraphrase.
6	Change the sentence structure (for example change a long sentence to several shorter ones or combine shorter sentences to form a longer sentence).

Example of paraphrasing

Please note that these examples and in text citations are for instructional purposes only.

Original text

Health care professionals assist people often when they are at their most vulnerable . To provide the best care and understand their needs, workers must demonstrate good communication skills . They must develop patient trust and provide empathy to effectively work with patients who are experiencing a variety of situations including those who may be suffering from trauma or violence, physical or mental illness or substance abuse (French & Saunders, 2018).

Poor quality paraphrase example

This is a poor example of paraphrasing. Some synonyms have been used and the order of a few words changed within the sentences however the colours of the sentences indicate that the paragraph follows the same structure as the original text.

Health care sector workers are often responsible for vulnerable patients. To understand patients and deliver good service , they need to be excellent communicators . They must establish patient rapport and show empathy if they are to successfully care for patients from a variety of backgrounds and with different medical, psychological and social needs (French & Saunders, 2018).

A good quality paraphrase example

This example demonstrates a better quality paraphrase. The author has demonstrated more understanding of the overall concept in the text by using the keywords as the basis to reconstruct the paragraph. Note how the blocks of colour have been broken up to see how much the structure has changed from the original text.

Empathetic communication is a vital skill for health care workers. Professionals in these fields are often responsible for patients with complex medical, psychological and social needs. Empathetic communication assists in building rapport and gaining the necessary trust to assist these vulnerable patients by providing appropriate supportive care (French & Saunders, 2018).

The good quality paraphrase example demonstrates understanding of the overall concept in the text by using key words as the basis to reconstruct the paragraph. Note how the blocks of colour have been broken up, which indicates how much the structure has changed from the original text.

What is synthesising?

Synthesising means to bring together more than one source of information to strengthen your argument. Once you have learnt how to paraphrase the ideas of one source at a time, you can consider adding additional sources to support your argument. Synthesis demonstrates your understanding and ability to show connections between multiple pieces of evidence to support your ideas and is a more advanced academic thinking and writing skill.

Follow the steps in this table to improve your synthesis techniques (see Table 19.5 ).

Table 19.5 Synthesising techniques

1	Check your referencing guide to learn how to correctly reference more than one author at a time in your paper.
2	While taking notes for your research, try organising your notes into themes. This way you can keep similar ideas from different authors together.
3	Identify similar language and tone used by authors so that you can group similar ideas together.
4	Synthesis can not only be about grouping ideas together that are similar, but also those that are different. See how you can contrast authors in your writing to also strengthen your argument.

Example of synthesis

There is a relationship between academic procrastination and mental health outcomes. Procrastination has been found to have a negative effect on students’ well-being (Balkis, & Duru, 2016). Yerdelen, McCaffrey, and Klassens’ (2016) research results suggested that there was a positive association between procrastination and anxiety. This was corroborated by Custer’s (2018) findings which indicated that students with higher levels of procrastination also reported greater levels of the anxiety. Therefore, it could be argued that procrastination is an ineffective learning strategy that leads to increased levels of distress.

Topic sentence | Statements using paraphrased evidence | Critical thinking (student voice) | Concluding statement – linking to topic sentence

This example demonstrates a simple synthesis. The author has developed a paragraph with one central theme and included explanatory sentences complete with in-text citations from multiple sources. Note how the blocks of colour have been used to illustrate the paragraph structure and synthesis (i.e., statements using paraphrased evidence from several sources). A more complex synthesis may include more than one citation per sentence.

Creating an argument

What does this mean.

Throughout your university studies, you may be asked to ‘argue’ a particular point or position in your writing. You may already be familiar with the idea of an argument, which in general terms means to have a disagreement with someone. Similarly, in academic writing, if you are asked to create an argument, this means you are asked to have a position on a particular topic, and then justify your position using evidence.

What skills do you need to create an argument?

In order to create a good and effective argument, you need to be able to:

Read critically to find evidence
Plan your argument
Think and write critically throughout your paper to enhance your argument

For tips on how to read and write critically, refer to the chapter Thinking for more information. A formula for developing a strong argument is presented below.

A formula for a good argument

A diagram on the formula for a ggood argument which includes deciding what side of argument you are on, research evidence to support your argument, create a plan to create a logically flowing argument and writing your argument

What does an argument look like?

As can be seen from the figure above, including evidence is a key element of a good argument. While this may seem like a straightforward task, it can be difficult to think of wording to express your argument. The table below provides examples of how you can illustrate your argument in academic writing (see Table 19.6 ).

Table 19.6 Argument

Introducing your argument	• This paper will argue/claim that... • ...is an important factor/concept/idea/ to consider because... • … will be argued/outlined in this paper.
Introducing evidence for your argument	• Smith (2014) outlines that.... • This evidence demonstrates that... • According to Smith (2014)… • For example, evidence/research provided by Smith (2014) indicates that...
Giving the reason why your point/evidence is important	• Therefore this indicates... • This evidence clearly demonstrates.... • This is important/significant because... • This data highlights...
Concluding a point	• Overall, it is clear that... • Therefore, … are reasons which should be considered because... • Consequently, this leads to.... • The research presented therefore indicates...

Editing and proofreading (reviewing)

Once you have finished writing your first draft it is recommended that you spend time revising your work. Proofreading and editing are two different stages of the revision process.

Editing considers the overall focus or bigger picture of the assignment
Proofreading considers the finer details

Editing mindmap with the words sources, content,s tructure and style. Proofreading mindmap with the words referencing, word choice, grammar and spelling and punctuation

As can be seen in the figure above there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.

Editing checklist

Have I answered the question accurately?
Do I have enough credible, scholarly supporting evidence?
Is my writing tone objective and formal enough or have I used emotive and informal language?
Have I written in the third person not the first person?
Do I have appropriate in-text citations for all my information?
Have I included the full details for all my in-text citations in my reference list?

There are also several key things to look out for during the proofreading phase of the revision process. In this stage it is important to check your work for word choice, grammar and spelling, punctuation and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.

Proofreading checklist

Is my spelling and grammar accurate?
Are they complete?
Do they all make sense?
Do they only contain only one idea?
Do the different elements (subject, verb, nouns, pronouns) within my sentences agree?
Are my sentences too long and complicated?
Do they contain only one idea per sentence?
Is my writing concise? Take out words that do not add meaning to your sentences.
Have I used appropriate discipline specific language but avoided words I don’t know or understand that could possibly be out of context?
Have I avoided discriminatory language and colloquial expressions (slang)?
Is my referencing formatted correctly according to my assignment guidelines? (for more information on referencing refer to the Managing Assessment feedback section).

This chapter has examined the experience of writing assignments. It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proof-reading. Combining these skills and practising them, can greatly improve your success with this very common form of assessment.

Academic writing requires clear and logical structure, critical thinking and the use of credible scholarly sources.
A thesis statement is important as it tells the reader the position or argument you have adopted in your assignment. Not all assignments will require a thesis statement.
Spending time analysing your task and planning your structure before you start to write your assignment is time well spent.
Information you use in your assignment should come from credible scholarly sources such as textbooks and peer reviewed journals. This information needs to be paraphrased and referenced appropriately.
Paraphrasing means putting something into your own words and synthesising means to bring together several ideas from sources.
Creating an argument is a four step process and can be applied to all types of academic writing.
Editing and proofreading are two separate processes.

Academic Skills Centre. (2013). Writing an introduction and conclusion . University of Canberra, accessed 13 August, 2013, http://www.canberra.edu.au/studyskills/writing/conclusions

Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31 (3), 439-459.

Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing education perspectives, 39 (3), 162-163.

Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16 (1).

Writing Assignments Copyright © 2021 by Kate Derrington; Cristy Bartlett; and Sarah Irvine is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

Learn about the differences between a test and an assignment

Overview of differences (in more detail below)

*See the article here to learn how to set up a test that can be paused.

Learn more: How to set up an assignment How to set up a test.

Assignments

An Assignment is similar to traditional homework. Students get a section of the course that they have to prepare until the set deadline. This includes theory and exercise pages. While doing the assignment, students can use feedback, hints, and have multiple attempts to solve an exercise.

Students can start and pause an assignment as many times as they want, until the deadline. Once the deadline is reached, the assignment is submitted and their score is graded.

This is what an assignment looks like for students:

Teachers can't grade assignments - they are automatically graded by the computer. Instead, you can set up the passing score when you set up the assignment .

You can find the results of the assignments in the Reporting environment, but only after the deadline has passed. Learn more about how assignment scores are calculated here .

A test emulates an exam, and depending on the setting can be formative or summative. Students don't have access to theory pages, and only have one answer attempt per question (unless you set up the practice mode in Test settings), so there is no feedback/hint system.

Tests can't be paused- once the student starts the test, their time starts counting down and they have to finish it and submit it.

This is what a test looks like for students:

Information

Author Services

Initiatives

You are accessing a machine-readable page. In order to be human-readable, please install an RSS reader.

All articles published by MDPI are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of the article published by MDPI, including figures and tables. For articles published under an open access Creative Common CC BY license, any part of the article may be reused without permission provided that the original article is clearly cited. For more information, please refer to https://www.mdpi.com/openaccess .

Feature papers represent the most advanced research with significant potential for high impact in the field. A Feature Paper should be a substantial original Article that involves several techniques or approaches, provides an outlook for future research directions and describes possible research applications.

Feature papers are submitted upon individual invitation or recommendation by the scientific editors and must receive positive feedback from the reviewers.

Editor’s Choice articles are based on recommendations by the scientific editors of MDPI journals from around the world. Editors select a small number of articles recently published in the journal that they believe will be particularly interesting to readers, or important in the respective research area. The aim is to provide a snapshot of some of the most exciting work published in the various research areas of the journal.

Original Submission Date Received: .

Active Journals
Find a Journal
Proceedings Series
For Authors
For Reviewers
For Editors
For Librarians
For Publishers
For Societies
For Conference Organizers
Open Access Policy
Institutional Open Access Program
Special Issues Guidelines
Editorial Process
Research and Publication Ethics
Article Processing Charges
Testimonials
Preprints.org
SciProfiles
Encyclopedia

Article Menu

Subscribe SciFeed
Recommended Articles
Google Scholar
on Google Scholar
Table of Contents

Find support for a specific problem in the support section of our website.

Please let us know what you think of our products and services.

Visit our dedicated information section to learn more about MDPI.

JSmol Viewer

Replacing exams with project-based assessment: analysis of students’ performance and experience.

1. Introduction

2. exams vs. projects: advantages and shortcomings.

Struyven et al. (2003) [ 27 ] argued that exams may not be effective in retaining knowledge. According to [ 28 ], many students only study the content which will be covered in the exam, while some students memorize it without understanding it. Although students admit that they have a better understanding of the material after the test, they also quickly forget it after the assessment has passed.
Case and Marshall (2004) [ 29 ] and Villarroel et al. (2018) [ 30 ] noted that when approaching the examination, a significant portion of students adopt a surface approach to learning. Students consider exams as an end to the learning process and mostly care about the number grade [ 31 ].
Examinations are generally seen as summative assessments because they do not provide formative feedback [ 32 , 33 ]. However, even if feedback is provided, it is usually too late in the course and students do not have time to process it [ 15 , 34 ].
Students tend to have a very high level of stress and anxiety before or during the exam, which may significantly affect their wellbeing and performance [ 35 , 36 ].
Exams may not be very practical or may not have the capacity to assess student soft and practical skills [ 24 ]. In relation to student’s industrial careers, it seems unlikely that engineers would be required to do a 2-h exam in the industry.
Students deal with real-life problems, and this helps them better understand how theories can be applied to solve practical problems [ 38 ]. This results in long-term retention of knowledge [ 39 ] and can also lead to better learning experiences [ 40 ] because students learn valuable lessons from working on a real-life project.
Students become more motivated when assessments are perceived as authentic, which makes the learning process more authentic [ 41 ]. Project-based learning may improve student skills such as professional identity and awareness, communication skills, and their employability prospects [ 42 ].
Projects are commonly referred to as formative assessment or assessment for learning because they assess student performance during learning and provide feedback for improvement [ 43 ]. Such feedback can give students a better understanding of the subject [ 11 ] and may improve students’ performance as well [ 44 , 45 ]. However, this feedback should be timely for it to be perceived as useful and actionable. Gipps (2003) [ 46 ] noted that timely feedback helps low-performing students improve their performance.
Despite the number of advantages, there are some issues that need to be addressed:
Designing an authentic assessment takes more time and resources. Developing effective feedback also requires time and careful thought, which may be rather difficult in large classes where teachers face multiple demands [ 47 , 48 ].
Providing timely and personal feedback on projects can amount to a heavier workload for teachers compared to traditional assessments [ 49 ].
Unlike examinations, project assignments are usually unsupervised by the teacher, which means that students may provide assistance to other students, either voluntarily or for a fee [ 50 ].
Compared to traditional exams, do project-based assignments lead to better academic performance?
Does project-based learning provide students with a better learning experience?

3. Soil Mechanics Course

“I liked the assessment of the course. We were given assignments about certain topics that we were learning at the time, and I find that helpful in learning.” “The assignments questions were very good in making one understand the problems”.

“The labs being instantly assessed helped me learn much more than if the questions had to be answered by myself at home. It eliminated a lot of ambiguity and clarified confusing points especially around theoretical expectations for lab results and interpretation versus ‘real life’ soil behaviour. Stuff that would have taken ages to understand and days of deliberation was addressed.”

5. Student Description

6. results and discussion, 6.1. student academic performance, 6.2. student experience with project-based learning.

“It seems like a really good decision to make it assignment-based and no final. The assignments have had me go through and be tested on every aspect of the course and I have learnt so much. Probably more than if I had to cram for a final and then forget everything the next week.”

“I feel like in many courses, especially soil mechanics, a large project rather than an exam is more beneficial, as more content can be assessed, plus the question-solving is more realistic (in real life you would have more than 2 hours to solve a problem!).”

“The project-based work enabled me to better see how the theoretical principles we have learned in class actually translate into the real world.”

“Having worked in the engineering industry prior to uni, I find the projects more relevant to what is expected on the job.”

6.3. Feedback to Students

6.4. student and teacher workloads, 7. concluding remarks.

Compared to the exams, the project-based assignment seems to provide students with a better learning experience, which also leads to better academic performance. The project work provides students with opportunities to learn about the practical value of the course and its relevance to their industry careers.
Compared to the traditional exams, the better student performance for the project-based assignments may be related to a few factors, including (a) the extra time that students had to complete it, and (b) access to learning resources (which is typically not allowed during an in-person exam). However, it was also found that during and after COVID (2020–2022), the average marks for the project-based assignments significantly decreased. More research to clarify these finding is recommended.
From a teacher’s point of view, preparing different variations of each project (to avoid cheating) and marking it can considerably increase the teaching load.

Institutional Review Board Statement

Informed consent statement, data availability statement, conflicts of interest.

Gibbs, G.; Simpson, C. Conditions under which assessment supports students’ learning. Learn. Teach. High. Educ. 2005 , 1 , 3–31. [ Google Scholar ]
Van de Watering, G.; Gijbels, D.; Dochy, F.; Van der Rijt, J. Students’ assessment preferences, perceptions of assessment and their relationships to study results. High. Educ. 2008 , 56 , 645. [ Google Scholar ] [ CrossRef ]
Wiliam, D. What is assessment for learning? Stud. Educ. Eval. 2011 , 37 , 3–14. [ Google Scholar ] [ CrossRef ]
Stefani, L. Planning teaching and learning: Curriculum design and development. In Handbook for Teaching and Learning in Higher Education ; Taylor & Francis Group: Abingdon, UK, 2009; pp. 40–57. [ Google Scholar ]
Biggs, J.B.; Tang, C. Teaching according to How Students Learn. In Teaching for Quality Learning at University ; Open University Press: Maidenhead, UK, 2007; Chapter 2; pp. 15–30. [ Google Scholar ]
Bloom, B.S. Handbook on Formative and Summative Evaluation of Student Learning ; McGraw-Hill Book Company: New York, NY, USA, 1971. [ Google Scholar ]
Chickering, A.W.; Gamson, Z.F. Seven principles for good practice in undergraduate education. AAHE Bull. 1987 , 3 , 7. [ Google Scholar ]
Carless, D. Learning-oriented assessment: Conceptual bases and practical implications. Innov. Educ. Teach. Int. 2007 , 44 , 57–66. [ Google Scholar ] [ CrossRef ]
Hattie, J.; Timperley, H. The power of feedback. Rev. Educ. Res. 2007 , 77 , 81–112. [ Google Scholar ] [ CrossRef ]
Lizzio, A.; Wilson, K. Feedback on assessment: Students’ perceptions of quality and effectiveness. Assess. Eval. High. Educ. 2008 , 33 , 263–275. [ Google Scholar ] [ CrossRef ]
Sadler, D.R. Formative assessment: Revisiting the territory. Assess. Educ. Princ. Policy Pract. 1998 , 5 , 77–84. [ Google Scholar ] [ CrossRef ]
Light, G.; Cox, R. Assessing: Student assessment. In Learning and Teaching in Higher Education: The Reflective Practitioner ; Paul Chapman Publishing: London, UK, 2001. [ Google Scholar ]
Gibbs, G.; Lucas, L. Coursework assessment, class size and student performance: 1984–94. J. Furth. High. Educ. 1997 , 21 , 183–192. [ Google Scholar ] [ CrossRef ]
Price, M.; O’Donovan, B.; Rust, C.; Carroll, J. Assessment standards: A manifesto for change. Brookes Ejournal Learn. Teach. 2008 , 2 , 1–2. [ Google Scholar ]
Williams, P. Squaring the circle: A new alternative to alternative-assessment. Teach. High. Educ. 2014 , 19 , 565–577. [ Google Scholar ] [ CrossRef ]
Mills, J.E.; Treagust, D.F. Engineering education—Is problem-based or project-based learning the answer. Australas. J. Eng. Educ. 2003 , 3 , 2–16. [ Google Scholar ]
Palmer, S.; Hall, W. An evaluation of a project-based learning initiative in engineering education. Eur. J. Eng. Educ. 2011 , 36 , 357–365. [ Google Scholar ] [ CrossRef ]
Traub, R.E.; MacRury, K.A. Multiple-Choice vs. Free-Response in the Testing of Scholastic Achievement ; Ontario Institute for Studies in Education: Toronto, ON, Canada, 1990. [ Google Scholar ]
Ben-Chaim, D.; Zoller, U. Examination-type preferences of secondary school students and their teachers in the science disciplines. Instr. Sci. 1997 , 25 , 347–367. [ Google Scholar ] [ CrossRef ]
Tuckman, B.W. Using tests as an incentive to motivate procrastinators to study. J. Exp. Educ. 1998 , 66 , 141–147. [ Google Scholar ] [ CrossRef ]
Goorts, K. Replacing Final Exams with Open-Ended Course Projects in Engineering Education. Teach. Innov. Proj. 2020 , 9 , 1–18. [ Google Scholar ] [ CrossRef ]
Biggs, J. What the student does: Teaching for enhanced learning. High. Educ. Res. Dev. 1999 , 18 , 57–75. [ Google Scholar ] [ CrossRef ]
Wilkinson, J. Staff and student perceptions of plagiarism and cheating. Int. J. Teach. Learn. High. Educ. 2009 , 20 , 98–105. [ Google Scholar ]
Flores, M.A.; Veiga Simão, A.M.; Barros, A.; Pereira, D. Perceptions of effectiveness, fairness and feedback of assessment methods: A study in higher education. Stud. High. Educ. 2015 , 40 , 1523–1534. [ Google Scholar ] [ CrossRef ]
Kandlbinder, P. Writing about practice for future learning. In Rethinking Assessment in Higher Education ; Routledge: Abingdon, UK, 2007; pp. 169–176. [ Google Scholar ]
Gratchev, I.; Jeng, D.S. Introducing a project-based assignment in a traditionally taught engineering course. Eur. J. Eng. Educ. 2018 , 43 , 788–799. [ Google Scholar ] [ CrossRef ]
Struyven, K.; Dochy, F.; Janssens, S. Students’ perceptions about new modes of assessment in higher education: A review. In Optimising New Modes of Assessment: In Search of Qualities and Standards ; Springer: Dordrecht, The Netherlands, 2003; pp. 171–223. [ Google Scholar ]
Hattingh, T.; Dison, L.; Woollacott, L. Student learning behaviours around assessments. Australas. J. Eng. Educ. 2019 , 24 , 14–24. [ Google Scholar ] [ CrossRef ]
Case, J.; Marshall, D. Between deep and surface: Procedural approaches to learning in engineering education contexts. Stud. High. Educ. 2004 , 29 , 605–615. [ Google Scholar ] [ CrossRef ]
Villarroel, V.; Bloxham, S.; Bruna, D.; Bruna, C.; Herrera-Seda, C. Authentic assessment: Creating a blueprint for course design. Assess. Eval. High. Educ. 2018 , 43 , 840–854. [ Google Scholar ] [ CrossRef ]
Winstone, N.E.; Boud, D. The need to disentangle assessment and feedback in higher education. Stud. High. Educ. 2022 , 47 , 656–667. [ Google Scholar ] [ CrossRef ]
Knight, P.T. Summative assessment in higher education: Practices in disarray. Stud. High. Educ. 2002 , 27 , 275–286. [ Google Scholar ] [ CrossRef ]
Sendziuk, P. Sink or Swim? Improving Student Learning through Feedback and Self-Assessment. Int. J. Teach. Learn. High. Educ. 2010 , 22 , 320–330. [ Google Scholar ]
Carless, D.; Salter, D.; Yang, M.; Lam, J. Developing sustainable feedback practices. Stud. High. Educ. 2011 , 36 , 395–407. [ Google Scholar ] [ CrossRef ]
Chamberlain, S.; Daly, A.L.; Spalding, V. The fear factor: Students’ experiences of test anxiety when taking A-level examinations. Pastor. Care Educ. 2011 , 29 , 193–205. [ Google Scholar ] [ CrossRef ]
Sung, Y.T.; Chao, T.Y.; Tseng, F.L. Reexamining the relationship between test anxiety and learning achievement: An individual-differences perspective. Contemp. Educ. Psychol. 2016 , 46 , 241–252. [ Google Scholar ] [ CrossRef ]
Frank, M.; Barzilai, A. Integrating alternative assessment in a project-based learning course for pre-service science and technology teachers. Assess. Eval. High. Educ. 2004 , 29 , 41–61. [ Google Scholar ] [ CrossRef ]
Lehmann, M. Problem-Oriented and Project-Based Learning (POPBL) as an Innovative Learning Strategy for Sustainable Development in Engineering Education. Eur. J. Eng. Educ. 2008 , 33 , 283–295. [ Google Scholar ] [ CrossRef ]
Gulbahar, Y.; Tinmaz, H. Implementing Project-Based Learning and e-Portfolio Assessment in an Undergraduate Course. J. Res. Technol. Educ. 2006 , 38 , 309–327. [ Google Scholar ] [ CrossRef ]
Lopez-Querol, S.; Sanchez-Cambronero, S.; Rivas, A.; Garmendia, M. Improving Civil Engineering Education: Transportation Geotechnics Taught Through Project-Based Learning Methodologies. J. Prof. Issues Eng. Educ. Pract. 2014 , 141 , 1–7. [ Google Scholar ] [ CrossRef ]
de Graaff, E.; Kolmos, A. History of Problem-Based and Project-Based Learning. In Management of Change: Implementation of Problem-Based and Project-Based Learning in Engineering ; de Graaff, E., Kolmos, A., Eds.; Sense Publishers: Rotterdam, The Netherlands, 2007; pp. 1–8. [ Google Scholar ]
Sotiriadou, P.; Logan, D.; Daly, A.; Guest, R. The role of authentic assessment to preserve academic integrity and promote skill development and employability. Stud. High. Educ. 2020 , 45 , 2132–2148. [ Google Scholar ] [ CrossRef ]
Wiggins, G. Educative Assessment. Designing Assessments To Inform and Improve Student Performance ; Jossey-Bass Publishers: San Francisco, CA, USA, 1998. [ Google Scholar ]
Sly, L. Practice tests as formative assessment improve student performance on computer-managed learning assessments. Assess. Eval. High. Educ. 1999 , 24 , 339–343. [ Google Scholar ] [ CrossRef ]
Collett, P.; Gyles, N.; Hrasky, S. Optional formative assessment and class attendance: Their impact on student performance. Glob. Perspect. Account. Educ. 2007 , 4 , 41. [ Google Scholar ]
Gipps, C.V. Educational Accountability in England: The Role of Assessment. In Proceedings of the Annual Meeting of the American Educational Research Association, Chicago, IL, USA, 21–25 April 2003; pp. 1–15. [ Google Scholar ]
Shekar, A. Project Based Learning in Engineering Design Education: Sharing Best Practices. In Proceedings of the 121st ASEE Annual Conference & Exposition, Indianapolis, IN, USA, 15–18 June 2014. [ Google Scholar ]
Carless, D. Student Feedback: Can do Better–Here’s How ; Times Higher Education (THE): London, UK, 2015. [ Google Scholar ]
Li, T.; Greenberg, B.A.; Nicholls, J.A.F. Teaching experiential learning: Adoption of an innovative course in an MBA marketing curriculum. J. Mark. Educ. 2007 , 29 , 25–33. [ Google Scholar ] [ CrossRef ]
Parsons, D. Encouraging learning through external engineering assessment. Australas. J. Eng. Educ. 2007 , 13 , 21–30. [ Google Scholar ] [ CrossRef ]
Gratchev, I.; Balasubramaniam, A. Developing assessment tasks to improve the performance of engineering students. In Proceedings of the 23rd Annual Conference of the Australasian Association for Engineering Education, Melbourne, Australia, 3–5 December 2012. [ Google Scholar ]
Gratchev, I.; Gunalan, S. Replacing Laboratory Work with Online Activities: Does It Work? In Advancing Engineering Education Beyond COVID ; CRC Press: Boca Raton, FL, USA, 2022; pp. 91–100. [ Google Scholar ]
Fry, H.; Ketteridge, S.; Marshall, S. Understanding student learning. In A Handbook for Teaching and Learning in Higher Education ; Kogan: London, UK, 2003; pp. 9–25. [ Google Scholar ]
Carless, D.; Boud, D. The development of student feedback literacy: Enabling uptake of feedback. Assess. Eval. High. Educ. 2018 , 43 , 1315–1325. [ Google Scholar ] [ CrossRef ]
Ruiz-Gallardo, J.R.; González-Geraldo, J.L.; Castaño, S. What are our students doing? Workload, time allocation and time management in PBL instruction. A case study in Science Education. Teach. Teach. Educ. 2016 , 53 , 51–62. [ Google Scholar ] [ CrossRef ]
Heckendorn, R. Building a Beowulf: Leveraging Research and Department Needs for Student Enrichment via Project Based Learning. Comput. Sci. Educ. 2002 , 12 , 255–273. [ Google Scholar ] [ CrossRef ]

Exam-Based Assessment Plan (2015–2017)	Project-Based Assessment Plan (2018–2022)
Lab work (10%)	Lab work (10%)
Two assignments (10%)	Two online quizzes (20%)
Mid-semester exam (25%)	Project 1 (25%)
Final Exam (55%)	Project 2 (35%)
	Site visit or industry guest lecture reflection (10%)

Type of Exam (2015–2017)	Project-Based Assignments (2018–2022)
Mid-semester exam	Project 1
Content: Textbook-like problems on soil classification, soil constituents, soil compaction, stresses, water seepage, and soil compaction. Duration: 2-h exam in the class Submission: Exam paper was submitted to the invigilator at the end of the exam Feedback: Solutions were uploaded; additional feedback from the teacher was provided on student demand.	Content: Students were given real data from site (borehole logs) investigation and lab tests. Students were required to draw a cross-section, discuss the geology, classify soil, estimate stresses including the effect of upward seepage and analyse the data from compaction tests. Duration: 10 days Submission: Individual report was submitted online Feedback: General feedback via email to students, short personal feedback via rubrics assessment, additional feedback from the teacher was provided on student demand.
Final exam	Project 2
Content: Textbook problems on water flow, flow nets, soil deformation, consolidation, and shear strength. Duration: 3-h exam in the class Submission: Exam paper was submitted to the invigilator at the end of the exam. Feedback: Feedback was provided on student demand	Content: Students were given real data from site and lab investigations. They were required to draw a flow net and estimate the stresses, estimate the time and amount of soft soil consolidation due to embankment loads, and obtain shear strength parameters for slope stability analysis. Duration: 10 days Submission: Individual report was submitted online Feedback: Short personal feedback via rubrics assessment. More detailed feedback from the teacher was provided on student demand.

Years	2015	2016	2017	2018	2019	2020	2021	2022
Number of students	144	128	112	97	95	96	78	74
Male/Female (%)	85/15	86/14	89/11	87/13	92/8	83/17	87/13	87/13
Domestic/International (%)	65/35	62/38	66/34	63/37	77/23	75/25	87/13	85/15

GPA Range	2015	2016	2017	2018	2019	2020	2021	2022
<4	15.5	18.6	22.4	13.2	10.5	7.5	20.0	14.8
4 to <5	29.6	32.6	22.4	32.7	35.8	28.8	29.1	37.0
5 to <6	30.3	24.8	19.8	28.8	24.2	25.0	34.5	31.5
6 to 7	13.4	8.5	13.8	14.8	11.6	20.0	14.5	13.0
no GPA	11.3	15.5	21.6	10.6	17.9	18.8	1.8	3.7

Years		2015	2016	2017	2018	2019	2020	2021	2022
Assessment Type		Exam-Based Assessment				Project-Based Assessment
Mid semester exam/Project 1 mark	Average	69.9	67.2	70.8	75.1	76.9	66.3	66.5	62.3
Mid semester exam/Project 1 mark	Standard Deviation	17.4	19.3	19.5	14.0	10.3	17.2	16.1	21.8
Final Exam/Project 2 mark	Average	65.2	63.8	61.2	76.4	74.7	69.0	65.8	67.0
Final Exam/Project 2 mark	Standard Deviation	15.8	19.5	15.5	12.0	12.2	13.1	15.2	15.3
Failure rate (%)		1.3	8.3	4.3	5.2	3.2	9.9	16.2	18.0

The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

Share and Cite

Gratchev, I. Replacing Exams with Project-Based Assessment: Analysis of Students’ Performance and Experience. Educ. Sci. 2023 , 13 , 408. https://doi.org/10.3390/educsci13040408

Gratchev I. Replacing Exams with Project-Based Assessment: Analysis of Students’ Performance and Experience. Education Sciences . 2023; 13(4):408. https://doi.org/10.3390/educsci13040408

Gratchev, Ivan. 2023. "Replacing Exams with Project-Based Assessment: Analysis of Students’ Performance and Experience" Education Sciences 13, no. 4: 408. https://doi.org/10.3390/educsci13040408

Article Metrics

Article access statistics, further information, mdpi initiatives, follow mdpi.

Subscribe to receive issue release notifications and newsletters from MDPI journals

Web News Series
Bright-er Side
Opinions in Dialogue
Political Corner
Top Opinions
What Grinds Our Gears
Film & TV
Top Features
Top Multimedia
Sign in / Join
Advertising

$SFU\'s Independent Student Newspaper Since 1965$

SFU Woodward’s Cultural Programs ends amid budget cuts

Protests against sfu’s continued investment in israel arise at summer convocation, sfu queer collective’s webinar tackles 2slgbtqia+ rights in universities, protect our province bc holds briefing on covid-19 infections in hospitals, indigenous voices must be prioritized when fighting climate change, the bc government should pay for therapy, the genocide of palestinians is not up for debate, what grinds our gears: the job market, halfsoul chronicles the struggles of mental health, identity, and morality, la lune rocks on with songs of disparity, theatre under the stars’ cats features two sfu dance majors, indigenous songwriters illuminating ancestral languages, from turtle island to gaza, indigenous place names in so-called vancouver, the right to protest our universities’ decisions, a guide to cannabis use, wannabe influencer goes to the retirement home to tell her grandparents…, minimum wage worker doing the job of three people is excited…, remembering the 2023-24 vancouver canucks, horoscopes june 24 – 30, it’s okay to cheer: let fans be fans, the dark side of hockey, a projection of what the blue jays’ season will bring, sfu women’s basketball coach bruce langford reaches historic 500-win mark, what’s it like working at the peak, carissa toledo – sfu student artists (artist spotlight), anxiety & adhd: the peak speaks podcast, what’s going on in stanley park, y2k chronicles: tales from the digital frontier, the ultimate 2000s quiz, the battle of limewire vs. frostwire, the greatest ipod shuffles of the 2000s, xx a lonely makeup tutorial xx, students learn better through assignments, not exams.

It’s time the university does away with ridiculous and inaccessible exams

by Lubaba Mahmud, Peak Associate

The fact that I see so many posts with some variant of “course suggestions with no exams? TIA” on the Facebook group “Must Knows for SFU Courses” says something about the way SFU students want to learn. The comments, which are filled with suggestions and expressions of annoyance about exams, show that a lot of students look for alternative grading criteria. This may be because we learn a great deal through participation and assignments of various forms, but I’m not sure whether we actually learn when we’re cramming for exams . Therefore, assignments that challenge our learning at a higher level and are a much better alternative to evaluating students’ knowledge .

Assignments, like essays, are a lot better for my learning experience. Exams induce a lot of fear and often lead to cramming , a defence mechanism that isn’t great for my, or any other student’s, mental and physical health. I’ve noticed that sometimes I get so burnt-out that I’m not actively reviewing my course materials, just reading them absent-mindedly so that I can cross it off my to-do list. On the other hand, that doesn’t happen when I’m researching for an essay. I’m more focused because I have to look for the author’s main ideas and paraphrase them in my own words, or even actively apply a theory to explain something I’ve come across.

Moreover, we’re encouraged to discuss assignments with TAs and professors; I’ve done so several times and this sparked many interesting conversations beyond the classroom. In my experience, this kind of intellectual discussion does not happen in classes that are weighed more to exams. At most, the instructor simply posts the solutions and asks students to talk to them if they have questions. Students are more focused on finding the answers to the specific set of questions they’ve received for the exam and don’t explore the material further.

Assignments are especially more relevant than traditional exams in our current remote learning environment. For one, essays and creative projects often need more higher-order thinking than exams do, as the latter may be more focused on remembering materials with set solutions, while the former asks for individual interpretations. This reduces the chances of cheating, as students can’t simply copy from each other.

They are also more accessible for international students who are living in different time zones. I’ve been given disastrous exams at 4 a.m. during remote learning, leaving me to be a demotivated mess for the entire term. Instructors have told us to be “ready for unusual hours of commitment,” but they are basically asking us to suck it up even though international students pay exorbitant amounts of tuition fees and should be given time zone accommodations for timed exams. I know instructors will argue that exams are meant to test our knowledge, but when they’re at such inaccessible hours they’re only testing my ability to stay awake, rather than how well I know the subject.

These timed exams also have additional nuisances that add to those problems: technological issues like Canvas glitches and invasive proctoring software. I have experienced both of these and they resulted in professors sending an all-caps email with the subject line “STOP SENDING ME EMAILS ABOUT THE EXAM.” It’s funny when I look back on it, but not so much when I’m trying to write an exam worth 30 % of my grade while checking emails for updates, which wastes precious time. Needless to say that these stressful problems do not occur when we’re required to do an assignment and are given sufficient time for it.

Exams are old-fashioned and ridiculous in this day and age, and assignments are much better for testing our true knowledge — it’s time SFU recognizes this.

Update your browser for the best possible experience

As of January 1st, 2020, Internet Explorer (versions 11 and below) is no longer supported by Evolve. To get the best possible experience using Evolve, we recommend that you use another web browser. For HESI iNet users click here .

IMAGES

Assignment based assessment in Medical Education
Sample Assignment-based Part of Exam
Final Term Examination af74c255e92b272f3d48008a0350f58b.pdf
Assignment-Based-Exam-Final Presentation (A Thousand Years
Assignment based examination
Assignment Vs Exams: Which Is Better to Test Students?

VIDEO

ASSIGNMENT PROBLEM: meaning, formulation, Hungarian method
3 essential things for centre based exam
How are Assignments and Exams in USA Universities ?
Munger University Latest News 2019-22 Part-2 Admission Assiment based Exam Form, 2020-23 Exam Form?
How to generate Exam Question Papers?
How to generate Exam Papers for Unit Tests & Semester Exams?

COMMENTS

Alternatives to Traditional Exams and Papers
If you are willing to think creatively about assignments that go beyond traditional exams or research papers, you may be able to design assignments that are more accurate reflections of the kind of thinking and problem-solving you want your students to engage in. In addition, non-traditional assignments can boost students' motivation.
Assignment based evaluation Vs Exam based evaluation
An assignment-based evaluation or an exam-based evaluation. Research and records indicate that, over the last 40 years in the United Kingdom and other nations, the assignment-based evaluation or completion of the module assessment of higher education coursework (postgraduate, Master's & Ph.D.) has significantly enhanced. ...
Performance-Based Assessment: Reviewing the Basics
The definition of performance-based assessments varies greatly depending on author, disciple, publication, and intended audience (Palm, 2008). In general, a performance-based assessment measures students' ability to apply the skills and knowledge learned from a unit or units of study. Typically, the task challenges students to use their higher ...
Assignment-based vs examination-based evaluation systems
An assignment is a written or digitally created piece of academic work. It forces a learner to learn, practice, and demonstrate their progress and achievements in academics. An assignment-based evaluation system considers assignments written by the learners as the measure of learning, as opposed to an examination-based evaluation system.
Assignment-based or Exam-based: What's Best For You?
Many argued that students today are more suited for an assignment-based curriculum as compared with the traditional British unseen exams model. In this video...
Performance-Based Assessments: 4 Tips on How to Use ...
Performance-based learning and performance-based assessments are a system of learning and assessing a student's knowledge through a display of skills. In this system, student performance is not measured by a multiple-choice test or quiz. Instead, students are given assignments that mimic real-world situations. To successfully complete the ...
PDF OUTCOMES-BASED ASSESSMENT An Introduction and Guide
ps of AssessmentStep 1: Identify Learning OutcomesThese are the important knowledge, skills, modes of thinking, or values t. at you expect graduates of your program to possess. This process may entail a review of your program mission an. goals, disciplinary norms, or employment criteria. In some cases, you may surv.
Summative Assessments
Written assignments in any form (authentic, project, or problem-based) can also be designed to collect data and measure student learning, as well as provide opportunities for self-regulation and reflective learning. Instructors should consider using a type of grading rubric ... exam, written assignment, portfolio, performance, project, etc.
Creating Exams
Instructions can prepare students for what they are about to be asked by previewing the format of the exam, including question type and point value (e.g., there will be 10 multiple-choice questions, each worth two points, and two essay questions, each worth 15 points). This helps students use their time more effectively during the exam.
Types of Assignments and Assessments
Assignments and assessments are much the same thing: an instructor is unlikely to give students an assignment that does not receive some sort of assessment, whether formal or informal, formative or summative; and an assessment must be assigned, whether it is an essay, case study, or final exam. ... Essay-based Exam: An essay-based exam is an ...
Course Assessments
Tutor-Marked Assignments (TMAs) You'll usually have a number of these throughout each module. Each one can be an essay, a series of questions, a skills test, a speaking assessment or something else that allows you to show what you've learned. They'll each have a submission deadline. When your tutor returns them, they'll provide you with ...
Formative Assessment Definition
If grades are assigned to a quiz, test, project, or other work product, the reasoning goes, they become de facto summative assessments—i.e., the act of assigning a grade turns the assessment into a performance evaluation that is documented in a student's academic record, as opposed to a diagnostic strategy used to improve student ...
FLVS Discussion-Based Assessments (DBAs): Options and Alternatives
This includes discussion-based assessments. Even though some students may get nervous or anxious, just remember that DBAs are simply a verbal conversation between you and your teacher. DBAs are one of the ways we ensure academic integrity (and make sure that it's actually you doing the work). This is why teachers need to hear directly from you!
How to tackle essay-based exams
1. Use the review sheets to study efficiently. Most courses I've taken with essay-based exams have also provided a review sheet with topics and information about the exam beforehand. This means that you often don't have to review the entire course in depth to do well. If the professor gives you a list of say, 15 topics, and you know that ...
Alternatives to the Traditional Exam as Measures of Student Learning
Utilizing alternative and innovative testing formats such as PBL enhances student learning as they develop skills such as higher critical thinking, problem-solving, teamwork, communication, and leadership skills. Plus, there are even long-term benefits, such as stronger initiative-taking, responsibility, character, and the ability to understand ...
How to Use Project-Based Assessments (PBAs) in Education
In classrooms that use PBL, students often work together to answer curriculum-relevant questions and solve challenges, preparing them to become adept communicators and collaborators in their future lives and careers. Instead of end-of-unit tests, they are assessed through group or independent projects. For example, in a unit about environmental ...
The Impact of Assignments and Quizzes on Exam Grades: A Difference-in
Using data on students at a Canadian business school, this article studies the effect of homework assignments and in-class quizzes on exam performance. Based on a difference-in-difference approach, assignments had a statistically discernible positive impact on exam grades for the overall sample.
Writing Assignments
Assignments are a common method of assessment at university and require careful planning and good quality research. Developing critical thinking and writing skills are also necessary to demonstrate your ability to understand and apply information about your topic. It is not uncommon to be unsure about the processes of writing assignments at ...
PDF The Impact of Assignments and Quizzes on Exam Grades: A ...
Based on a difference-in-difference approach, assignments had a statistically discernible positive impact on exam grades for the overall sample. When broken down by gender, assignments had a ...
Difference between a test and an assignment
An Assignment is similar to traditional homework. Students get a section of the course that they have to prepare until the set deadline. This includes theory and exercise pages. While doing the assignment, students can use feedback, hints, and have multiple attempts to solve an exercise. Students can start and pause an assignment as many times ...
Replacing Exams with Project-Based Assessment: Analysis of Students
This study seeks to investigate whether project-based assignments can lead to better student performance and learning experience compared to traditional examinations. In an engineering course of soil mechanics, the traditional mid-semester and final exams were replaced by project work which was related to a real-life site investigation. Student performance was evaluated on the basis of student ...
Students learn better through assignments, not exams
Therefore, assignments that challenge our learning at a higher level and are a much better alternative to evaluating students' knowledge. Assignments, like essays, are a lot better for my learning experience. Exams induce a lot of fear and often lead to cramming, a defence mechanism that isn't great for my, or any other student's, mental ...
PDF Replacing Exams with Project-Based Assessment: Analysis of Students
In such cases, traditional exams may be replaced with project-based work, which is perceived as a more engaging and industry-related. However, this prompts the question as to how effective, in comparison with traditional exams, such project-based assignments can be in assisting students in their learning journey.
Elsevier Education Portal
Skip to main content