Online Assessment Design
3 Learning Outcomes and Constructive Alignment
3.2 Online Assessment Types and Tools
Online assessment types and tools (adapted from Donnan 2004)
|Assessment Type||Examples||Moodle Tools||Pedagogy Considerations|
|Traditional Assessment Submitted Online||Essays
Online marking and feedback
|Marking criteria/rubrics for clear standards and expectations
Formative tasks such as essay plans
|Automated assessment||Quizzes including multiple choice, multiple response, fill-in the blanks, yes/no responses, label matching, ordering options and entering text. Calculations/randomly generated answers.
|Moodle Quizzes and Online text.
Specialist programs such as Respondus or Questionmark, Hot Potatoes etc.
|Provides general and specific feedback for self-assessment, diagnosis, and formative feedback.
Can address higher order critical thinking skills.
|Interactive learning, participation, and knowledge construction.||Contributions to discussion forums.
Reading summaries/ critical reviews
|Align with learning outcomes, ie communication, thinking problem solving.
Encourage social engagement in learning.
Test for understanding/ engagement with readings.
|Invigilated online exams : (mid/final semester)||Range of formats
Multiple choice/ short answer, automated
Longer essay type etc
|Addresses concerns of plagiarism, reliabilityValidity and security.
Appropriate for professional accreditation standards.
|Authentic assessment||Scenario based learning
Laboratory/Field trip reports
Critical incident analysis
Case studies/Role play
Online oral presentations/debate
Theory/Work integration. Consultancy skills
Engaging students in developing criteria, self and peer review
|Critical reflection and meta-cognition||Electronic portfolios
Documenting evidence of learning/Competencies.
Online journals, logs, diaries, blogs, wikis
Embedded reflective activities
Peer and self-assessment.
|Assessing learning processes, not just products.
Options for self-assessment and peer assessment.
Use of rubrics for assessment.