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Criteria for the approval of an Assessment Quality Partner

The QCTO will appoint an entity as an assessment quality partner only if it is satisfied that the entity has: i.      The necessary expertise, experience and standing in relation to the occupational qualifications or foundational learning for which the assessment quality partner is appointed; and ii.      the resources necessary to perform its functions In terms of clause of the QCTO Delegation Policy, 22 June 2011 the criteria have been defined in detail as follows: i.     be  recommended  to  the  QCTO  by  the  relevant      DQP  during  the occupational                           development  process at a point  when they submit  an occupational profile. Possible evidence: letter of recommendation from [...]

Assessment Methods or Assessment Methodologies

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When considering assessment methods, it is particularly useful to think first about what qualities or abilities you are seeking to engender in the learners.

  1. Thinking critically and making judgements
    (Developing arguments, reflecting, evaluating, assessing, judging)
  • Essay
  • Report
  • Journal
  • Letter of Advice to …. (about policy, public health matters …..)
  • Present a case for an interest group
  • Prepare a committee briefing paper for a specific meeting
  • Book review (or article) for a particular journal
  • Write a newspaper article for a foreign newspaper
  • Comment on an article’s theoretical perspective
  1. Solving problems and developing plans
    (Identifying problems, posing problems, defining problems, analysing data, reviewing, designing experiments, planning, applying information)
  • Problem scenario
  • Group Work
  • Work-based problem
  • Prepare a committee of enquiry report
  • Draft a research bid to a realistic brief
  • Analyse a case
  • Conference paper (or notes for a conference paper plus annotated bibliography)
  1. Performing procedures and demonstrating techniques
    (Computation, taking readings, using equipment, following laboratory procedures, following protocols, carrying out instructions)
  • Demonstration
  • Role Play
  • Make a video (write script and produce/make a video)
  • Produce a poster
  • Lab report
  • Prepare an illustrated manual on using the equipment, for a particular audience
  • Observation of real or simulated professional practice
  1. Managing and developing oneself
    (Working co-operatively, working independently, learning independently, being self-directed, managing time, managing tasks, organising)
  • Journal
  • Portfolio
  • Learning Contract
  • Group work
  1. Accessing and managing information
    (Researching, investigating, interpreting, organising information, reviewing and paraphrasing information, collecting data, searching and managing information
  • sources, observing and interpreting)
  • Annotated bibliography
  • Project
  • Dissertation
  • Applied task
  • Applied problem
  1. Demonstrating knowledge and understanding
    (Recalling, describing, reporting, recounting, recognising, identifying, relating & interrelating)
  • Written examination
  • Oral examination
  • Essay
  • Report
  • Comment on the accuracy of a set of records
  • Devise an encyclopaedia entry
  • Produce an A – Z of …
  • Write an answer to a client’s question
    Short answer questions: True/False/ Multiple Choice Questions (paper-based or computer-aided-assessment)
  1. Designing, creating, performing
    (Imagining, visualising, designing, producing, creating, innovating, performing)
  • Portfolio
  • Performance
  • Presentation
  • Hypothetical
  • Projects
  1. Communicating
    (One and two-way communication; communication within a group, verbal, written and non-verbal communication. Arguing, describing, advocating, interviewing, negotiating, presenting; using specific written forms)
  • Written presentation (essay, report, reflective paper etc.)
  • Oral presentation
  • Group work
  • Discussion/debate/role play
  • Participate in a ‘Court of Enquiry’
  • Presentation to camera
  • Observation of real or simulated professional practice
  • Variety in assessment

It is interesting to note that the eight learning outcomes listed above would be broadly expected of any graduating learner from a higher education program. Yet, when choosing assessment items, we tend to stay with the known or the ‘tried and true methods’, because they seem to have the ring of academic respectability, or possibly because it was the way we were assessed as undergraduates ourselves.