Assessment Types

• Abstract writing requires students to critically analyse and synthesize information from various sources. It encourages them to identify key points, summarise complex ideas, and present them concisely.
• Abstracts provide valuable preparation for academic writing and research. Students gain experience in summarising scholarly articles, formulating research questions, and presenting findings.
• Engaging in abstract writing requires students to conduct thorough research and evaluate scholarly literature. They learn how to locate relevant and reliable sources.

• Getting the right balance between conciseness and clarity can be challenging for students. 
• Some students may struggle to understand the structure and components of an abstract, such as the purpose, methodology, results, and conclusion. It is important to give clear guidance when using this method.
• Abstract writing can be time-consuming, particularly for students who are new to the process or have multiple assignments and commitments

• It’s an effective way for students to showcase their information literacy skills, allowing you to evaluate how they locate and apply reference material while highlighting any areas where improvement is needed.
• This approach enhances students’ proficiency in referencing and develops research skills.
• Can be used as a resource for further assessments.
• Keeps students focused on the key points in a text.

This can be especially valuable in the early stages of a programme as it helps identify and rectify issues such as overreliance on search engines like Google and referencing issues.

• This assessment method isn’t commonly used; therefore, a clear and descriptive assessment brief is required. This could include number of references required, type of references (e.g. books and journal articles), referencing styles, and style of annotations. 
• Often summaries of texts may exist, therefore adding an element of personalisation in annotations is recommended.
• It can be difficult to condense key points from larger texts, it is important to set out a clear brief for the assessment

• Developing an app or website requires practical IT skills that are applicable in the working world. It can help students develop skills that would be beneficial in their future careers.
• This form of assessment requires students to be creative when designing the app/website and to consider various options for features that could be included.
• Creating an app/website can be an engaging activity for students in comparison to traditional forms of assessment. After completing the assessment, they have a tangible output that they can add to a portfolio or CV to showcase the work they have completed.

• Students may vary in their technical skills which may lead to differences in performance.
• Evaluating students’ performance in creating an app/website may be difficult, it is important to have a clear assessment brief and grading rubric.
• Using this form of assessment may require using specific technologies and software. It is important to provide training to students in advance of using this type of assessment, to ensure they know how to use the tools.

• Writing articles requires students to think critically, use effective communication skills and provide arguments and critiques of academic literature. It helps students to improve each of these skills especially their academic writing capabilities.
• This form of assessment requires students to use research skills to find reliable and relevant academic literature on the topics of the assessment.
• It is a versatile method of assessment as it can be used in many different disciplines, styles, and the guidelines can vary depending on the student cohort’s abilities. e.g. the difficulty level may vary depending on what stage of the programme students are at.
• The analysis of articles can enable students to develop their critical thinking skills.

• A challenge with using this form of assessment is that students may vary in their writing skills.
• Academic staff need to provide clear guidance on the style of article, word count and referencing style. Exemplars of articles could be used to give students an indication of the standard of work expected.
• It may be time consuming to give feedback or grade this form off assessment.
• Students need to be informed about academic integrity and referencing in advance of this form of assessment.

• Writing a blog provides a platform for students to be creative, give their opinion and use different styles of writing. It can help with developing transferrable skills such as content creation and communication.
• They can be used as a reflective activity by getting students to give their personal experience with specified topics.
• Blogs are versatile and can be adapted to suit various disciplines.
• Creating and managing a blog requires students to develop digital literacy skills, including writing for an online audience, multimedia integration, and basic website management.

• Some students may not be familiar with blogging platforms, and technical challenges may arise. Instructors may need to provide guidance or training to ensure all students can participate equally.
• Students may be hesitant to share personal experiences or opinions online, especially in a public forum. Instructors should respect students’ privacy and provide alternatives for those uncomfortable with public sharing.
• Defining clear and objective criteria for grading blog posts can be challenging. Instructors need to communicate expectations regarding content, style, and engagement.
• Students may be more comfortable with public writing than others, leading to disparities in participation and performance.

• Developing a business plan mimics a real-world scenario, allowing students to apply theoretical knowledge to practical situations. This is especially beneficial for business, entrepreneurship, and related programmes.
• Creating a business plan needs an understanding of multiple business components, including marketing, finance, operations, and strategy. This promotes a holistic understanding of business concepts.
• Students need to effectively communicate their business ideas in the plan, enhancing their written and oral communication skills. This is valuable in various professional settings.
• For students aspiring to enter the business world, the experience of creating a business plan can be directly applicable to their future careers.

• Business plans often involve making assumptions about the future, market conditions, and other variables. Students may struggle to make realistic and well-founded assumptions, impacting the quality of their plans.
• Some business plans may lack innovation or creativity, particularly if students are constrained by conventional expectations.
• Lecturers should encourage creative thinking and problem-solving in the business planning process.

• Case studies allow students to apply theoretical knowledge to real-world situations, helping them bridge the gap between theory and practice.
• It facilitates creative problem solving and the application of theoretical knowledge.
• Case studies challenge students to critically evaluate information, identify key issues, and make informed decisions.
• They can be tailored to specific learning objectives, allowing instructors to customise the learning experience to meet the needs of their students.

• Case studies work best when they’re realistic and reflect real professional situations.
• Students might need some guidance to solve problems in case studies. Starting with smaller, practice assessments can help them prepare for bigger assessments at the end of the module.
• It’s important to be clear about how case studies will be used and how students should show what they’ve learned through analysing and solving problems in these case studies.

• Concept mapping engages students in the active construction of knowledge by requiring them to organise and synthesize information. 
• Concept maps provide a visual representation of students’ understanding of complex concepts and relationships. 
• They help students visualize the connections between ideas, identify patterns, and clarify their thinking.
• They can be used across various disciplines and topics, making it a versatile assessment tool.
• Creating concept maps requires students to reflect on their own learning process and organise their thoughts in a clear manner. 

• Creating concept maps can be a complex and time-consuming process for students, especially those who are unfamiliar with the technique. Students may struggle to identify key concepts, determine appropriate relationships, and organise information effectively.
• Concept mapping may not fully capture the depth and breadth of students’ knowledge on a given topic. 
• Using digital concept mapping tools or software may present technical challenges for students. If using digital software, ensure to educate student on how to use it correctly prior to commencing the assessment.

• Debates are an authentic method of assessment.
• Undertaking the preparation for a debate requires comprehensive research into a topic and understanding of both sides of the debate.
• Helps to build students’ critical and analytical skills and enabling them to demonstrate their ability to think on their feet and respond in real time to live challenges.

• While some students may find arguing and debating natural and easy, others without the same richness of social and cultural capital may find the approach stressful.
• Setting up debates may involve quite a lot of advance preparation.
• Where students are assigned roles, it can be difficult to ensure equivalence of challenge for all students, giving an advantage to them. Consider rotating the roles of the students in the debate.

• A thesis or dissertation allows students to engage in extensive, in-depth research on a specific topic. This promotes a thorough understanding of the subject matter.
• The process of developing a thesis requires students to think critically, analyse existing literature, and synthesize information to contribute new insights or perspectives to the field.
• Writing a thesis encourages independent learning. Students take ownership of their research, learning to manage their time, set goals, and work autonomously.
• Students can choose a topic of personal interest or relevance to their career goals, enabling them to specialize in a particular area within their field of study. For those planning to pursue advanced degrees, the thesis experience provides valuable preparation for the rigor of graduate-level research.

• Developing a thesis is a time-consuming process that can extend over several months or even years. This can be challenging for students balancing academic, work, and personal commitments.
• Some research topics may require significant resources, such as access to specialized libraries, databases, or equipment. Availability of resources can be a limiting factor for certain students.
• Assessing the quality of a thesis can be subjective. Clear and well-defined evaluation criteria are crucial to ensure fairness and consistency in grading.
• The focus on a specific research question may limit the generalizability of findings. Students may struggle to apply their research to broader contexts.

• e-Portfolios let students demonstrate what they can do using a wide range of forms of evidence: this is a more positive approach to assessment than seeking to find out what they can’t do.
• So long as the platform used is accessible to alumni after graduation, they can have a very long lifecycle, particularly because they can be updated and adapted over the years.
• They enable students to demonstrate capabilities beyond subject knowledge such as effective communication in a variety of media, problem solving and critical thinking skills.
• e-Portfolios can be used synoptically to bring together demonstrated achievements across more than one module, potentially saving assessors’ time.

• As with hard copy portfolios, unless students are given directive guidelines on how much to include, they can be unwieldy to mark. This is particularly the case when students include video and audio clips which can be time consuming to assess in real time and can’t readily be skimmed in the way that text can.
• Students unfamiliar with the concept can find e-Portfolios daunting, so detailed briefing and risk-free rehearsal of component production is essential.

• Encourages students to learn to structure a reasoned argument and to demonstrate the relationships between different lines of analysis.
• Writing essays helps students improve their writing skills, including organisation, clarity, and expression of ideas. It also helps skills such as citing and referencing.
• Essays offer flexibility in assessing a wide range of topics, concepts, and learning outcomes.
• Essays provide students with opportunities for individual expression and creativity. They allow students to express their unique perspectives, insights, and interpretations of module material.

• It can raise issues of academic integrity, plagiarism, or academic misconduct – software such as Turnitin can help manage this issue. However, with the rise of generative AI these issues are more difficult to identify. This form of assessment may work best in an in-class or exam situation.
• This form of assessment may disadvantage some students who have additional educational needs.
• In an exam situation this assessment type may prioritise memorisation above research, analysis, and synthesis. It is important to identify what you are hoping to assess by using this type of assessment.
• Assessing essays is time-consuming for lecturers, especially in large classes with numerous assignments. Reading, evaluating, and providing feedback on essays requires considerable time and effort, which may pose challenges in terms of workload management.

• Essay plans can help assess much of what an essay could without the detail and extended timeframe.
• It could be written in a list format or include another format such as a spider diagram or concept map.
• Helps students to structure essays and identify what are the key elements needed for a strong essay.
• As it is not as time consuming as an essay students could plan for multiple essays covering a range of topics which in turn can cover more of the module content.

• Plans for essays, just like the full essays, can be checked for plagiarism using tools like Turnitin.
• Generative AI is highly skilled at creating essay plans based on prompts, including specific instructions and feedback. It can assist students in generating ideas, giving examples, summarising literature, and providing nuanced support.
• Viewing essay plans as tools for thinking and learning, focusing on their formative function, can reduce concerns about AI and academic integrity. Presenting essay plans as valuable tools for generating constructive feedback helps students produce their best work and promotes academic honesty.

• The exam (in-person) is a very familiar assessment type to both students and staff.
• It’s considered useful where there are concerns around academic integrity, as they are supervised by the staff member or an external invigilator.
• Allows for a variety of different question types e.g. Essay questions, short answer questions and MCQ’s.
• In-person examinations can be standardised across all students, ensuring fairness and consistency in assessment. All students are subject to the same conditions, time limits, and questions.
• Examinations conducted in person can simulate real-world pressure situations, such as time constraints and performance expectations.

• Can be a source of anxiety for many students as they require memorisation of content.
• Relies heavily on student memory skills and tends to be poorer for assessing skills such as critical analysis which require more time.
• In-person examinations require logistical planning and coordination, including securing suitable testing venues, scheduling exams, and accommodating large numbers of students.

• Helps to develop skills such as teamwork, organisation, time management, analytical and cognitive.
• Group assessment can enable students to achieve more complex tasks than they would be able to do in an individual assessment.
• This form of assessment may reduce the workload for both the student and the staff, allowing for more time for staff to support the students with this process.
• This assessment method has a wide variety of uses.

Other advantages may include:

• Authentic assessment tasks, mirroring real-world scenarios, help students connect their learning to practical contexts, enhancing motivation.
• Group work tasks contribute to employability by offering opportunities to develop valued team-working skills, though working in a team alone may not guarantee skill improvement.
• Inclusive group work, designed to incorporate diverse backgrounds and perspectives, enables all students to contribute and learn from each other, promoting inclusive practices.

• Differing contributions as all students in a group may contributed differently, in terms of effort, academic value, standards, and autonomy. One challenge is to ensure that marks accurately reflect the level of contribution and standard achieved by individuals within the group.
• A common concern with this method of assessment is that members of the groups will not contribute to the project and will still get the credit and marks for the work. Below is a list of ways that you could design the assessment to avoid this issue:

1. Don’t directly grade the entire group; instead, make group work part of learning before an individual assignment.
2. Break down the group task sections assigned to each person. Individuals get marks for their part and for the whole group project.
3. Check individual performance to adjust the group mark. This can be done through a reflective journal, peer reflection, and discussions.
4. Use clear rating scales like attending meetings and have students score each other and themselves.
5. Ask students to record minutes from meetings.

• Interviews provide the opportunity for in-depth exploration of students’ understanding, perspectives, and experiences, allowing assessors to gain deeper insights into their knowledge and skills.
• They allow for personalised assessment tailored to individual students, enabling assessors to address specific learning needs, interests, and strengths.
• They allow assessors to observe students’ non-verbal communication skills, such as body language, tone of voice, and interpersonal skills, which may not be captured through written assessments.
• Interviews facilitate real-time interaction between assessors and students, fostering dynamic dialogue, clarification of concepts, and immediate feedback, which can enhance the assessment process.
• This form of assessment has a wide variety of application i.e. a mock job interviews to prepare students for their life after university and as an opportunity to have a Q&A session with students to get a deeper insight into their knowledge of a topic/module.

• Conducting interviews requires significant time and effort both assessors and students, particularly in large classes or when assessing multiple students individually, which may pose logistical challenges.
• Interviewer bias may impact the assessment process, as assessors’ preconceptions, preferences, and interpersonal dynamics with students, however developing a clear grading rubric can help to mitigate this.
• Interviews may have a limited scope in assessing complex skills or competencies that cannot be adequately captured through verbal communication alone, such as practical skills, problem-solving abilities, or teamwork.
• Students may find this method of assessment stressful, particularly if it is not a process, they are familiar with.

• Laboratory reports provide students with hands-on experience in conducting experiments, collecting data, and analysing results, allowing them to apply theoretical knowledge to real-world situations.
• Writing laboratory reports requires students to critically analyse experimental data, interpret results, and draw meaningful conclusions.
• Laboratory reports help students develop effective communication skills by requiring them to clearly articulate their experimental procedures, findings, and conclusions in a written format. This prepares them for future academic and professional endeavours.
• Laboratory reports provide opportunities for feedback and reflection, as students receive feedback on their reports and reflect on their own learning and experimentation process.

• Grading laboratory reports can be time-consuming for lecturers, particularly in large classes or when detailed feedback is provided.
• Students may encounter challenges in accessing laboratory facilities, equipment, or materials needed to conduct experiments and complete laboratory reports.
• Writing laboratory reports requires students to possess strong technical writing skills, including the ability to communicate complex scientific concepts and procedures effectively. Some students may struggle with this aspect of report writing, particularly if they are not familiar with scientific writing.
• There is a risk of plagiarism in laboratory reports if students fail to properly cite sources or acknowledge the work of others. It is important to ensure students are fully informed about academic integrity.

• Conducting a literature review enhances students’ research skills as they learn to search for, evaluate, and synthesize relevant scholarly sources.
• Analysing and synthesizing existing literature requires students to engage in critical thinking, evaluating the credibility, relevance, and significance of various sources.
• Writing a literature review helps students develop their writing skills, including organisation, clarity, and coherence. It provides practice in academic writing conventions such as citation, referencing, and proper formatting.
• Completing a literature review empowers students to work independently and take ownership of their learning.

• Conducting a comprehensive literature review can be time-consuming, requiring students to locate, read, and analyse a large volume of scholarly sources.
• Students may encounter challenges in accessing relevant scholarly sources particularly if the area they are focusing on isn’t commonly researched.
• There is a risk of plagiarism when students rely too heavily on existing literature without properly attributing ideas and information to their original sources. It is important emphasize the importance of good academic integrity.

• MCQ’s can test a wide sample of the curriculum in a short time and can be used for many different topics.
• You can incorporate a variety of different question types into an MCQ.
• They can be marked easily; technology can assist with this through your VLE.
• There is less reliance on language skills of the students and more emphasis on whether the understand and know the information.
• They are less time consuming than other methods of assessment.
• They can be used as a learning tool for students.

• Students can guess rather than know, explore different design techniques to help reduce this issue.
• Writing good questions can be difficult and time consuming.
• They tend to focus on lower-order processes: recall rather than judge, explain rather than differentiate. It is important to consider if this is what you are hoping to assess by using this method of assessment.

• Online discussion forums encourage active participation and engagement among students, they are often less time-consuming for students.
• Engaging in online discussions requires students to critically evaluate ideas, analyse information, and construct well-reasoned arguments, promoting higher order thinking skills.
• Online discussion forums offer flexibility in terms of time and location, allowing students to participate at their own convenience.
• Through online discussions, students can reflect on their own perspectives and receive feedback from peers and lecturer to make improvements to their writing and/or arguments.

• Some students may dominate discussions while others may be less inclined to participate, leading to uneven engagement.
• Technical problems such as internet connectivity issues or platform glitches may hinder students’ ability to participate in online discussions, impacting their assessment experience.
• Ensuring the quality of student contributions in online discussions can be challenging, as posts may vary in depth, relevance, and critical analysis.
• Managing online discussions, providing feedback, and assessing student contributions can be time-consuming for lecturers, particularly in large classes or when facilitating multiple discussion threads at the same time.

• Open book exams encourage students to engage with course material in greater depth as they must understand concepts well enough to apply them in unfamiliar contexts or solve complex problems.
• These exams require students to analyse and synthesize information rather than simply memorising facts.
• Open book exams can alleviate some of the pressure associated with traditional closed-book exams, as students have access to their notes and textbooks. This may reduce anxiety and promote a more relaxed testing environment.
• In many professional settings, individuals have access to resources and references to solve problems or make decisions. Open book exams mirror this real-world scenario, preparing students for future challenges in their careers.

• Students may struggle to manage their time effectively during open book exams, as they may spend too much time searching for information or become overwhelmed by the amount of material available.
• Some students may become overly reliant on their resources during open book exams, neglecting to develop a thorough understanding of the material or critical thinking skills.
• Designing effective questions for open book exams can be challenging, as you must ensure that questions require higher order thinking and cannot be answered simply by looking up information.

• Oral examinations can assess depth of knowledge and skills, allowing for a more comprehensive view of students’ abilities, cognitive processes, and conceptual misunderstandings.
• Opportunity for interaction, leading to a greater sense of connection for lecturers and students and provides an opportunity for clarification questions.
• Moreauthentic form of assessment if students are solving problems, demonstrating skills, and communicating using disciplinary language and scenarios.
• Can help prevent some academic integrity concerns because follow-up questions can be asked to clarify students’ thinking and understanding.

• Oral examinations can take more time to administer than written exams and not typically suitable for larger classes.
• Some students may find it more stressful than other forms of assessment, which can interfere with their performance. Students may be unfamiliar with the format, leading to fear and anxiety.
• Potential for issues with reliability and fairness if students are asked different questions and can’t think of answers in real-time and under pressure.

• Peer assessment encourages students to critically evaluate their peers’ work, which enhances their own analytical skills and deepens understanding of course material.
• Helps to develop a collaborative learning environment where students actively engage with each other’s work, exchange feedback, and learn from diverse perspectives.
• Providing and receiving feedback from peers helps students develop effective communication skills, including giving constructive criticism and articulating ideas clearly.
• Peer assessment can students to take ownership of their learning process, as they are actively involved in evaluating their own and their peers’ progress.

• Ensuring the reliability and validity of peer assessment can be challenging, as it may be influenced by factors such as bias, subjectivity, and differences in judgment among students.
• Students may lack the necessary training or skills to provide meaningful feedback, which can undermine the effectiveness of peer assessment and result in unhelpful comments.
• Peer assessment can sometimes lead to conflicts or disagreements among students, particularly if feedback is perceived as unfair or inaccurate, which may negatively impact the learning environment.

• Podcasts can engage students through auditory learning, providing an alternative to traditional written assignments.
• Creating podcasts allows students to express their ideas creatively, experimenting with voice, music, sound effects, script creation and storytelling techniques.
• Producing podcasts develops valuable skills such as communication, digital literacy, public speaking, and audio editing, which are relevant in many professional fields.
• This is a versatile method of assessment, and it works well as a group assessment. Consider getting students to create podcast on different areas of content in the module, these could be used to help with class revision.

• Students may encounter technical challenges in recording, editing, and uploading podcasts, requiring access to appropriate equipment and software.
• Creating high-quality podcasts can be time-consuming for students especially when considering scriptwriting, recording, and editing.

• Posters allow students to showcase their creativity and engage with course material in a visually appealing format. It is also a transferrable skill that they may need to use in their future careers.
• Creating posters requires students to effectively communicate complex ideas in a concise and visually appealing manner, enhancing their communication skills.
• Designing posters encourages critical thinking as students must select relevant information, organise it, and present it effectively to convey their message.
• Presenting posters in front of an audience provides students with valuable presentation practice, improving their public speaking and confidence which is beneficial for their future careers.

• Designing posters may require access to specific materials, software, or printing facilities, which can be challenging for students with limited resources.
• Creating high-quality posters can be time-consuming, especially when students have multiple assignments or other commitments.
• Some students may face challenges in creating or presenting posters due to accessibility issues, requiring accommodations to ensure equal participation.
• If students have not created posters as part of their programme of study, they may not be familiar with formats and what software’s to use. It is important to give clear guidance and links to resources.

• Practical assessments provide students with hands-on learning experiences, allowing them to apply theoretical knowledge to real-world situations. Which helps to balance the practical and theoretical components of a module.
• They help students develop practical skills, such as laboratory techniques, problem-solving abilities, technical skills, and critical thinking.
• They are often very authentic for the student and can be considered valuable in employability skills development.
• Students receive immediate feedback on their performance during practical assessments, enabling them to learn from their mistakes and make improvements in real-time.
• It is a very versatile form of assessment and can be used to assess many different skills i.e. laboratory experiments, culinary skills etc.

• Practical assessments can be resource-intensive, requiring access to specialized equipment, facilities, materials, and supervision.
• Assessing practical skills may involve subjective judgment, as evaluators may interpret performance differently, leading to potential biases in assessment. Need to have a clear grading rubric for this form of assessment.
• Conducting practical assessments within limited time frames, especially in large classes, may be challenging, affecting the depth and scope of the assessment and feedback provided to students.

• Presentations assess students’ ability to communicate effectively, including verbal expression, nonverbal cues, and visual aids. Presentations are often accompanied by a slideshow or poster which students create in advance.
• They require students to organize and articulate their thoughts coherently, analyse information, and respond to real-time questions or feedback.
• Helps to develop students public speaking skills which is beneficial for preparing students for their future careers.
• The enable peer learning as students listen to and learn from each other’s presentations.

• Presenting in front of an audience can provoke anxiety and stress for some students, potentially affecting their performance and confidence.
• Sometimes students put so much effort into the presentation element that they fail adequately to prepare the content.
• Conducting presentations in a classroom setting may be time-consuming, limiting the number of presentations that can be scheduled within a given time frame.
• If students are assessed in groups rather than individually, there can be some problems about enabling each member of the group to contribute equally. Consider getting students to create a contract discussing each person’s contribution to the presentation.

• Useful to engage and motivate students, to gauge students’ understanding or to reinforce learning.
• Can be used to provide formative, contextualised and instant feedback on topic areas.
• Suitable for use with large class sizes
• For online quizzes, there can be time savings as question banks can be built-up over time and reused. Also, depending on the question type, feedback and grade provision can be automated. For students, they may offer the flexibility to take the online quiz remotely and at a time that suits them.

• Creating quizzes or any series of short exercises takes time, especially in the early phase of development.
• With online quizzes it may be difficult to ensure academic integrity particularly when reusing question sets with multiple cohorts.
• Online quizzes/short exercises rely on students having access to technology and a reliable internet connection to complete.
• Certain types of quizzes may not be suitable for all disciplines particularly where there is not a ‘right’ or ‘wrong’ answer.
• Short exercises can be challenging for students who struggle to synthesize information.

• It is an authentic method that is commonly used to understand what students experience in parts of the program usually unseen by staff, especially their thoughts on what and how they learn.
• Keeping reflections in a repository for students to access can be valuable. It becomes a useful resource that they can refer to as they progress through the programme and even after graduating.
• Reflections can be a way to encourage students to self-evaluate their work. Asking students to look back on their own reflections and use them to improve their future work can help students to take accountability for their own learning journey.

• It is important to outline clear guidance for students in relation to the elements required in a reflective journal. If the reflections are too unstructured, it can become very difficult to mark.
• Some students can find this style of writing difficult, especially if it is not something they have been asked to do within the programme before.
• Assessing the depth of reflection in student journals can be challenging, as it’s not always easy to gauge the extent to which students have engaged critically with their experience.

• Reports allow for a comprehensive evaluation of students’ understanding, analysis, and synthesis of course material or research topics.
• Writing reports enhances students’ communication skills, including organisation, clarity, and coherence in presenting information.
• Report writing mirrors professional practices, preparing students for tasks they may encounter in their future careers.

• Students may struggle with managing the scope of their reports, leading to overly broad or vague topics.
• Some students may view report writing as a tedious task rather than an opportunity for learning, resulting in poor engagement with the assessment activity.
• It can be time consuming for both students and staff, especially if there are multiple reports to be written and graded.

• Role play allows students to practice and develop a wide range of skills, including communication, critical thinking, problem-solving, empathy, and decision-making.
• Role plays as a form assessment is versatile in its application. It can be used to assess many different scenarios such as a marketing campaign, assessing a student’s ability to perform medical care and many more.
• Role play can be used as an individual or group-based assessment.
• Role play simulates real-life scenarios, providing students with opportunities to apply theoretical knowledge in practical contexts.

• Arranging role play activities can be challenging, requiring careful planning of time, space, and resources.
• Some students may feel uncomfortable or anxious about participating in role play, particularly if they are required to take on unfamiliar roles or interact with peers in front of others.
• Role play activities may consume a significant amount of class time. Consider putting a time limit on the role play and getting students to cover different topics so that the role play itself can feed into the teaching of content.

• This form of assessment encourages students to reflect and think critically about their own learning process, strengths, and areas for improvement.
• It helps to empower students to become more independent learners and develop their ability to identify their own learning needs.
• It helps to develop metacognitive skills as students can learn to monitor and improve their own learning strategies.
• Self-assessment can be incorporated into many different forms of assessment.

• Self-assessment may lack objectivity as students may overestimate or underestimate their abilities and performance.
• Grading rubrics will need to be shared with students for them to assess their own work. Students may need to be educated about how to use the grading rubric.
• The rubric will also need to be clear and easy to comprehend to avoid student confusion.

• SAQ’s can assess students’ comprehension of specific concepts, theories, or facts. They require students to demonstrate their understanding by providing concise and focused responses.
• They can reveal students’ ability to explain, reason, create, analyse, synthesise and evaluate.
• SAQ’s are relatively quick to carry out and grade compared to essay or long-answer questions.
• SAQ’s allow for flexibility in assessing different levels of cognitive skills, from recalling information to applying concepts or analysing data. They can be tailored to target specific learning objectives.
• This form of assessment can be done in-person or online via a VLE or software. It can also be used as an in class learning activity using software’s such as Vevox.

• SAQ’s may not allow students to fully articulate complex ideas or demonstrate deep understanding of the topic area.
• Assessing SAQ’s can be subjective, as evaluators may interpret the adequacy of responses differently. Grading criteria/rubric must be clearly defined to minimize subjectivity, but some degree of interpretation may still exist.
• SAQ’s can limit the range of content that can be assessed. However, they can be used as part of a larger assessments or to assess specific topic areas.

• Using Wikis as a form of assessment helps to evaluate help students’ critical thinking alongside editing, reviewing, collaboration, and technology exploration.
• Wikis are very engaging, letting students actively participate in learning, sharing ideas, and practicing various skills, which helps develop both subject-specific and generic graduate qualities.
• Writing together on a wiki helps students learn from each other, improving their understanding of writing processes, effective reasoning, and assessment criteria.

• Learning to write, establish social writing spaces, and build trust in collaborative environments can time-consuming.
• Assessing collaborative learning can be difficult. It requires clear guidelines, assessment briefs and grading rubrics.
• Students may not want to share their research, for fear that it will be plagiarised, over-edited or deleted, resulting in unfair assessment.