What forms of assessment would be useful for your students? The types of assessment you use should be consistent with the learning activities used throughout your course.

1. Choose an assessment method based on the skills you want your candidates to have. The assessment method should be in concord with the purpose of the exercise.
2. Vary assessment methods and provide alternative ways of demonstrating knowledge (written, digital, in-person).
3. Give students the ability to choose how they answer an assignment.
4. State clearly the criteria for achieving the objectives of the assessment.
5. Explain the requirements of the exercise and give examples of how the task can be completed.
6. Turn assessment into an opportunity for learning.
7. Ensure agreement and concord between student performance, your chosen grading method, and the feedback you provide to students.

Different types of assessment forms you can choose in Course Planning Online (EpN)

Varied forms of assessment

Students have diverse backgrounds and different languages, cultures and health challenges. This can make it problematic for some people to carry out certain assessments. As a course designer/lecturer, you have the opportunity to adapt the assessments in a more flexible way, so that most students can complete them satisfactorily.

In the Government’s white paper Quality Culture in Highter Education Mld.st. 16 (2016–2017) guidelines requiring students to meet varied forms of assessment during their studies are laid out. In order to stimulate in-depth learning and achieve expected learning outcomes, varied forms of assessment are also recommended as part of NOKUT's Quality Areas for Study Programmes (.pdf) (in Norwegian).

In the project Universal Design for Learning in Higher Education - License to learn, which was funded by the EU through Erasmus+, a report was produced in 2016 (ISBN 978-82-690506-0-8) with seven recommendations. We recommend that you think about flexibility for the students when carrying out and submitting assignments.

Including all students

Think about whether your assessments are challenging for students with hearing or visual impairments, mobility difficulties, or mental health difficulties.  Can you reduce these hurdles by offering more flexible options for submitting student’s work while maintaining the same academic requirements? Could the assessment be carried out as an oral presentation to the class, as written work, or video submission?

Bloom's taxonomy

A good guide when creating assessments that are in agreement with learning objectives is Bloom's taxonomy (wikipedia.org), this is a hierarchical classification of the different levels of knowledge in the learning process.

Create and carry out assessment

Create exams and assessment