Effective and efficient assessment

Before making any drastic changes, it is advisable to find out what the policy on this is within the programme and what degrees of freedom or restrictions you have as a teacher. For example, can you decide to omit a written test during the academic year? Who should you consult before you make drastic changes? What is allowed or not allowed is described in the assessment policy of a study programme, the EER, and/or the Rules and Guidelines of the Examination Board. If you are unsure about this, it is recommended to contact the programme coordinator.        

Which learning objectives are the main objectives for your course? In relation to the programme's final qualifications? In relation to courses before and after? What should at least be addressed and assessed? On which level? Which skills are relevant in your course? Should they also be assessed or just practiced with feedback?

When you omit an assessment method or convert one, you have to ensure that your assessment covers the learning objectives. Pay particular attention to the level (e.g. Bloom taxonomy) at which you want to assess. For instance, is it mainly about factual knowledge and insight or more about the application and being able to analyze a situation? Click [here] for more explanation about choosing a suitable assessment method. Or [here] for ideas about alternative assessment methods.

To ensure you will cover all your learning objectives, constructing an assessment scheme will help. See Assessment support - Designing Assessment. 
The RUG also presents a nice template for this purpose: Design your assessment - EDU Support

What is the function of each assessment method? How is it related to the learning objectives? For instance, if you have a written exam to assess factual knowledge + an assignment in which students apply what is learned for simple problems, can you design the assignment in a way that will check both? Or the other way round: would it be possible to assess knowledge and application by way of a written exam, but with different kinds of questions, e.g. some questions asking for factual knowledge and some short cases + application questions? 

If the assessments were sequential, students first have to show mastery of the theory for the purpose of using the knowledge in the follow-up assignment, then other options might be conceivable. For instance, instead of a summative exam, you use a formative assessment (no grading) or an assessment that counts but only conditional (pass/fail). This might take less time. The essence of these options will be to encourage students to engage with the materials, but without the pressure of a grade and without (much) review time. What can be referred to as “low profile” assessment. 
For example:
> Students are required to complete a quiz (MC questions) in Canvas by a certain date and get a sufficient mark for it (pass or
   fail). This can be a fully automated quiz, possibly also including automatic feedback and the chance to redo something.
> A quiz is offered at a certain moment for a limited time. Afterward, the answers and scores are given or discussed in a lecture. The
   result is pass/fail.
> The quiz is taken during a (required) lecture. First individually and then students may discuss answers in groups and adjust their
   answers. A certain method may be used for scoring. The essence is the learning effect and discussion of theory. The scores can be
   without consequences - more intended to provide insight into one's knowledge and progress.

For these options, it requires that a quiz is prepared, which does require some (extra) effort. Although, you might ask the students to create questions or get some help from AI. At the same time, the answers will give you insight into mistakes the students make and their progress. You can adapt your teaching activities to these results and increase your effectiveness. 

NB. To change the assessment formats during the study year, when they are mentioned in the EER, is usually only allowed in special circumstances and consultation with the programme director and Examination Board. But it might be an option for next year. 

This might be an option but then it is recommended to use formative assessment (e.g. quizzes) to support the learning process of the students by way of self-assessment during the course. 
But there might be good reasons to deploy for instance multiple written exams at multiple times, for example, because otherwise it becomes too much for students or you want to test their knowledge cumulatively. Or for you, so you can divide the workload over time. Then maybe other tips could help. E.g. using digital tools or MC questions when possible. See also [Efficiency tips for reviewing].

If you can increase the formative assessment (without grading, but with feedback) in a way that students will get meaningful feedback but your actions for this won’t be too burdensome, the need for multiple summative assessments might be less. You can for instance utilize technology to create automated quizzes or assessments that can be graded quickly. 
For assignments, regular progress check-ins with groups of students can also be a way for formative feedback. It doesn’t need to be based on deliverables.    

Interesting sources:
> (Dutch only) GulikersBaartman_dec-2020_Klopt dit well? Formative Evalueren is hetzelfde als feedback given en veel feedback given is goed.Examens.pdf 

If you have multiple assessment methods within your course, instead of omitting an assessment or converting it, you might also think about options to keep them but put less emphasis on the grading for the low-stakes assessments. Especially when the aim of certain assessments is more to make sure students studied the materials or practiced something, but it is not so much about the level of proficiency. The purpose of your assessments is to be considered for this decision. 
NB. Check with the programme director and/or Examination Board to what extent this is a possibility. 

An important consideration will be whether a different method will assess the same learning objectives just as well or at least in a sufficient way. Or to reconsider the learning objectives.  
   
Ideas for other assessment methods can be found [here]. 
Some examples:

• For not too large groups (less than 50), oral exams can be more efficient than written exams with open questions, which may need a lot of reviewing time. But be aware that there are attention points when you want to organize and reliably assess oral examinations. See [oral exams]. 
• A short memorandum (advisory report, 2-3 pages) intended for a specific commissioner or target group instead of a general project report.  

Sometimes the choice of another medium or way in which something is presented can make it easier for the examiner to review the work. An extra benefit can be that students learn about presenting their findings or insights in a different way and it may be more interesting and motivating for the students. 

Some examples:

• A video presentation of what a duo of students worked on in the lab, with their comments and reflections (based on some guiding questions), might give just as much information or maybe even more as written journals. 
• Instead of letting students write a report based on general guidelines, students work through targeted questions. Students work on a set of focused questions or sub-tasks based on an established format. This makes it easier to review, and it allows good verification that students have understood what was to be learned and can apply it. Learning to write a whole report should not be of interest in this situation. 
• Instead of letting students write a report based on general guidelines, students work through targeted questions. Students work on a set of focused questions or sub-tasks based on an established format. This makes it easier to review, and it allows good verification that students have understood what was to be learned and can apply it. Learning to write a whole report should not be of interest in this situation.

Discussing with other teachers in your programme might bring new ideas on programme or module level for your course. You can ask the educational faculty advisor to think along with you about changes. The flowchart of the Effective and efficient assessment site might lead to ideas. 
And of course, evaluating the effectiveness and efficiency gains of the redesigned assessment strategy remains important.  

If you choose a written test as an assessment form, especially when working with open (essay) questions, how can you make the grading process as efficient as possible? Maybe even find ways to provide feedback efficiently? Here you can find some ideas [click here].

Feedback with impact and efficiency tips
Assignments are important to teach students to apply what they’ve learned and develop practical, academic, and professional skills and higher cognitive skills, such as critical thinking. Assignments help students to better understand the subject matter and introduce students to real-life applications. Students learn to collaborate, work interdisciplinary and transdisciplinary, and merge their knowledge and skills into competencies.
Providing students feedback is very important in this process, it helps them understand their strengths and areas for improvement, but when it comes to guiding students and assessing, it takes a lot of time and effort from the teaching staff. All the more important to look for ways to ensure that the provided feedback has an impact and at the same time to look for ways to provide the feedback efficiently.  
In the two checklists (combined) below we provide ideas and tips for both. But every teaching situation will differ. Browse the list and see what you already apply successfully and what might be useful ideas in your situation for the future.  
On the last page, we provide some more sources with ideas and tips.

Checklist - Providing feedback with impact and efficiently

Sometimes with another kind of assessment method or just another medium, the same kind of learning objectives can be assessed, but in a more efficient way for you as a teacher. Some choices might be even more interesting and engaging for the students too.
For the time being, we offer an elaborate list of (alternative) assessment forms.  

To be added in due time:  Practical experiences of teachers who converted their assessment method for efficiency purposes. And examples of and experiences with assessment methods that deviate from the more common assessment methods.

Please send us your examples to add and help your colleagues with your ideas and experiences! [contact]. 

At the UT it is possible to administer exams digitally. This offers efficiency benefits, compared to paper-based assessments. But at the same time, there are some considerations. check out whether this may be an option for you and inform yourself about the possibilities [read further]. 

Group assignments can be more efficient than individual assignments, but how to make sure the grading does justice to the effort and learning effect for each participant? How to grade fair and reliable?

* Under construction, more will follow. 

• Tips for dealing with freeriding.
• Grading group work
• Individual parts in group work

Using peer assessment and self-assessment can help to support the learning process of the students and to help them to perform well. At the same time, it can help in the pursuit of efficiency, but this requires thoughtful design and paying attention to some key points.
Read more about on the following sites:  

• Peer feedback  
• Self-assessment

The purpose of formative assessment (a.k.a. formative action, formative evaluation, formative practice, assessment for learning) is to gather and interpret information to use it to improve the teaching process and the learning process of the students. The information shows for instance whether students understood the taught concept or to which extent they have achieved the learning objectives. Based on the information, a teacher can adjust the instructions or guidance, and/or the students can adjust their learning or working activities. 
Because it helps to activate students, it is also a good way to engage students, stimulate their self-regulation, and enhance their confidence and self-esteem. 
Providing feedback is a central component of formative assessment. But it doesn't always be the teacher or tutor who provides the feedback. Self-assessment and peer feedback can be deployed for formative practice. There are also many ways to provide feedback, e.g. as a teacher, you can put comments on students' work, give feedback orally in a short meeting with an individual or group, or give the feedback plenary in class. For self-assessment students might fill in a checklist. Peer feedback might be done using online tools and rubrics. 

Formative assessment is usually integrated in and used during a lesson, unit, or course (in-process). A lot of different formative assessment methods can be used, such as:

• Quizzes and polls. This can be done by way of applying digital tools like Wooclap, but also by way of just letting students raise their hands or show colored cards to show whether they agree, disagree, or have 'no idea'.
• Just asking questions or organizing discussions during a lecture, are formative actions. 
• Providing mock tests in Canvas, with - separately - answers or by discussing the answers in class. 
• Think-Pair-Share: Students think about a question individually, discuss their thoughts with a partner, and then share ideas or conclusions with a larger group. 
• Concept Maps: Students create a concept map for a topic to show their understanding of a topic.

Providing intermediate feedback when students work on their assignment(s), or providing feedback on performances, can also be seen as a formative action. For instance, a simulation setting in which students have to play a certain role in a simulated environment to practice certain skills can be a way of formative practice. . 

Formative actions for efficiency
Incorporating formative actions takes time during the teaching process, but at the same time, it can save a lot of time when it comes to assessing at the end. For instance, addressing sample questions or giving a knowledge quiz during a lecture can help students see what and how they need to learn and what they have not yet mastered sufficiently. After the exam, fewer students who fail are to be expected (fewer resit participants, less extensive feedback is needed).
Interim feedback on, for instance, a draft of a paper, helps students to get a better idea of the expectations and come up with a better version, which in turn saves a lot of revision work and failing grades at the end. 

* Under construction, more will follow soon.  Including suggestions for formative practice, with ideas on how to implement it as efficiently as possible. 

For the time being, already some resources:

• Under "Alternative assessments" a list is provided giving an overview of all kinds of assessment methods. A lot of them might also be used for formative purposes. 
• Top 10 tips for assessment for learning - Using feedback effectively.
• Toetsing-als-kans-voor-leren-formatief-toetsen-en-evalueren.pdf (Dutch) is actually written for high school teachers, but gives a good notion of what formative assessments implies. 
• 22 Simple Assessment Strategies You Can Use Every Day 
• Toolkit Formatief toetsen – Platform Leren van Toetsen (Dutch) Based on a formative test cycle, you will find knowledge clips, powerpoint presentations, articles, and practical tools. 

* To be added in due time

How can we make use of Artificial Intelligence programs when it comes to assessment? For what purposes can it be used for? What are the gains? What are the obstacles? Considerations? Regulations?

• AI and assessment. This webpage focuses more on the more problematic side of AI when it comes to reliably assessing knowledge and skills. Also the UT general AI rules and regulations. 
  But AI offers also opportunities to personalize learning, provide practice materials, provide feedback, help to grade objectively, generate cases, structure written work, and much more. Although there are ethical, legal, and social implications to consider when using AI in educational settings. See for more information: Beneficial use of AI for teaching, learning and assessment | Assessment support  
• There is a special AI Resource Hub created, with also a part about AI & Assessment: Beneficial use of AI for teaching, learning and assessment | Assessment support 
• Information can also be found on the AI In Education | Learning & Teaching Portal (utwente.nl) website. A nice example is provided by Maarten Renkema, an assistant professor in human resource management [click here].