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- Media production
- Assessments that require students to produce media.
Media can consist of video, audio, still images, or text.
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- Media-based
- Assessment that is based on media (film, television, advertising, social media, etc). Assessment can involved the analysis or creation of media.
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- Multimodal
- Multimodal assessments are assessments in which students combine different modes in their assessment (e.g. a written component and an oral component), or in which students can choose which mode they want to complete the assessment in (i.e. choosing one mode from a list of options provided by the course coordinator e.g. blog, editorial, documentary or essay).
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- Object analysis
- Analysis of a set object.
Students could be asked to make observations about its form, draw meaning from the object, make comparisons to other objects or discuss its function.
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- Object-centred learning
- Learning centred on a specific object (e.g. an artefact or assemblage).
The use of objects can act as multi-sensory “thinking tools” to promote learning and engagement.
Assessment can be based on the analysis of this object [see object analysis], or on a reflective piece inspired by theanalysis], or on a reflective piece inspired by the object.
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- Observed
- Viewing students as they perform an assessment to give assessors a high confidence that they have completed the assessment themselves. Often a feature of practical and oral exams.
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- Online collaboration
- A form of collaborative learning that involves groups of learners working together to solve a problem, complete a task, or create a product via an online platform
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- Online discussion
- Online discussion between or among students, teachers and the wider community.
This assessment is designed as a digital alternative to on-campus discussions
For example, the course coordinator can nominate a question or key provocation from course content (e.g. weekly readings), and students can self-direct the discussion in a way they feel responds to the question or raises important points from the content that are of interest to them.
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- Online portfolio
- An electronic version of a portfolio, also referred to as an e-portfolio.
Students post a series of entries of their work online over a set period of time to form a collection of their progress and efforts.
Online portfolios can constitute formative assessment in forms such as a weekly journal in which students were required to develop an awareness of their own writing process providing opportunities for creative and reflexive expression and the potential to cater to diverse student interests. Successful portfolios can be further developed and exhibited in contexts beyond the classroom.
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- Online quiz
- A quiz administered online.
Benefits of conducting quizzes using an online platform (such as Blackboard) include: facilitating a large number of participants; immediate results for the instructor as well as the participants; a better overview; off campus access; and the ability to randomise questions and allocate a timer.
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