Assessment method Characteristics Compliance with Positive features Negative features Best for…? quality criteria (with solutions) Marked by tutor Validity Can be imaginative and Can be stressful for In Diplomas where Case study: Dependent on marking interesting, real world students – requires clear progression is to HE consideration of a Open question/topic – being linked to AC and issues. time management programmes where high particular, relevant student can choose a grading criteria. strategies in order to levels of research skills is situation or example topic relevant to their Extent of challenge can be meet deadlines over an required as a Reliability and consistency selected by the tutor projected HE progression controlled through use of extended time period With a well-planned route clear structure and word or students, which marking scheme should count (use of ‘writing Difficult to control content Application of skills. enables students to be a high level Requires good time frame’?) and outcomes. Clear and apply knowledge to Fitness for purpose management comprehensive Development of many specific situations. Dependent on diploma The use of open questions instructions required scientific and engineering and progression routes Deadline to work to leads to an “approach or skills. involved and relevance of process based focus” Problems inherent in assessment strategy. Either Independent or which is more useful in group work – who did Testing understanding. Inclusivity group-work completion real situations. what? Working with Dependent on questions, others? Prepares students for use of language, a Regulated/controlled Can raise awareness of university. sufficiency of time, format (eg. structure, Health & Safety issues Possible authenticity appropriateness to word count etc) Includes ‘real world’ issues diploma issues/examples Authenticity Requires a clear marking Should be high – requires NB – lot of information Student has more control scheme – however clear referencing, but available with which to over management of their reliability and consistency some danger of construct case studies time. Potentially less can be variable. plagiarism stressful. Sufficiency Question should be at Opportunities for personal level 3, but not above. research. Individual learning.
Assessment method Characteristics Compliance with quality criteria Positive features Negative features (with solutions) Best for…? Case study: consideration of a particular, relevant situation or example selected by the tutor or students, which enables students to apply knowledge to specific situations. Marked by tutor Open question/topic – student can choose a topic relevant to their projected HE progression route Requires good time management Deadline to work to Either Independent or group-work completion Regulated/controlled format (eg. structure, word count etc) NB – lot of information available with which to construct case studies Validity Dependent on marking being linked to AC and grading criteria. Can be imaginative and interesting, real world issues. Extent of challenge can be controlled through use of clear structure and word count (use of ‘writing frame’?) The use of open questions leads to an “approach or process based focus” which is more useful in real situations. Can raise awareness of Health & Safety issues Includes ‘real world’ issues/examples Student has more control over management of their time. Potentially less stressful. Opportunities for personal research. Individual learning. Can be stressful for students – requires clear time management strategies in order to meet deadlines over an extended time period Difficult to control content and outcomes. Clear and comprehensive instructions required Problems inherent in group work – who did what? Working with others? Possible authenticity issues Requires a clear marking scheme – however reliability and consistency can be variable. In Diplomas where progression is to HE programmes where high levels of research skills is required as a Application of skills. Development of many scientific and engineering skills. Testing understanding. Prepares students for university. Reliability and consistency With a well-planned marking scheme should be a high level Fitness for purpose Dependent on diploma and progression routes involved and relevance of assessment strategy. Inclusivity Dependent on questions, use of language, a sufficiency of time, appropriateness to diploma Authenticity Should be high – requires clear referencing, but some danger of plagiarism Sufficiency Question should be at level 3, but not above.
3.%20Sci%20and%20Eng%20assessment%20methods%20-%20completed%20version.docx