Methods for assessing learning
Bell and Patterson (2002) have provided an extensive list of possible assessment approaches that can be used across a number of discipline areas, particularly for professional applications.
Action research project
Annotated bibliographies
Autobiography
Critical autobiography
Reflective autobiography
Case study examination
Class participation
Client interviews
Clinical performance
Creation of web pages
Critical incident analysis
Critique
Database
Discourse analysis of policy documents or programmes
Essay (critical)
Essay (critical review)
Ethnography of professional site (individual)
Ethnography of professional site (group)
Examination (final)
Examination (mid-term)
Interview
Job application
Journal
Learning journal (reflective)
Learning journal (critical)
Literature review
Mini-tests
Patient interview
Portfolio of professional experience
Poster presentation
Poster research exercise
Presentation
Profile
Project design and proposal
Project implementation
Project report
Research assignment
Simulations
Social history report
Social mapping
Tutorial (interactive presentation)
Tutorial (presentation)
Tutorial (reflective paper)
Tutorial (simulations)
Brown (in Brown and Glasner, 1999) has provided a discussion of instruments for assessing practice that include the following:
Competence checklists
Projects
Case studies
Logs, diaries, reflective journals, critical incident accounts
Portfolios
Observation of the demonstration of skills in practice
Artefacts
Expert witness testimonials
In-tray exercises
Objective Structured Clinical Examinations (OSCEs)
Posters and presentations
Oral assessments
Learning contracts
References
Bell, J. & Patterson, A. (2002). Changing outcomes: Exploring needs-based course design in universities. CD-ROM, Perth: Teaching and Learning Centre, Murdoch University.
Brown, S. & Glasner, A. (1999). Assessment matters in higher education: Choosing and using diverse approaches. Buckingham: SRHE and Open University Press.
