Assessment in practice

Assessment method: On the basis of the teacher’s instructions, students complete a range of learning assignments. Remote completion is particularly well suited to applied assignments or the creation of new knowledge. These assignments can be either extensive or smaller sub-assignments. In such assignments, you can utilise process writing, interim feedback and self- or peer assessment. Assignments are completed during remote learning periods, making the material available to students. 

How the assessment method supports learning: By completing remote assignments, students learn something new about the topic, with the assignments advancing their understanding of it. Students learn to apply knowledge and reflect on their learning. Assignments can also be completed as groupwork. 
Things to consider: Carefully instruct students on the content and scope required of their responses. AI guidelines (how to use and describe the use of AI tools) and referencing practices should be considered in assignments. In extensive assignments, consider how to provide students with interim feedback on their efforts or on any sub-assignments completed during the course. Plan who will assess and provide feedback at individual stages. Consider whether AI can be used to design assignments or as a tool for completing them.

Purpose of assessment: Suited to diagnostic, formative and summative assessment-

Technical platform: Various Moodle activities (Assignment, Quiz, Workshop, Forum).

Further information:

• Artificial intelligence in teaching
• Using AI to support learning in Studies service instructions
• Moodle instructions in Moodle.org
• What makes a good remote exam? in Finnish
• What makes a good online discussion assignment? in Finnish 

Assessment method: On the basis of advance learning material, students prepare for an examination to be completed in an invigilated examination facility. The assessment of learning is usually based on retaining knowledge as well as understanding and applying it. This method is particularly well suited to situations where it is necessary to ensure that the examination is completed independently and either without any or with the help of limited support material.
How the assessment method supports learning: Examination questions can be formulated to emphasise retaining, understanding or applying knowledge. Images and other background material can also be utilised in examinations.

Things to consider: Have other learning assignments completed during the course prepared students for the examination? Let students know in advance what the examination will be like (e.g., permitted support material), how to prepare for it and how its grade affects the overall course grade. Students should also know in advance the lowest passing score for the examination.

Purpose of assessment: Usually used for summative assessment.

Technical platform: Examinarium and Moodle’s quiz activity
 

Further information:

• Regulations on grading and examinations
• Exams and related arrangements
• Examinarium
• Quiz instruction in Moodle.org, (Documention, Quiz)

Assessment method: Applications used in automatically assessed tests check and score students’ answers. The assessment is based on questions drawn up in advance, including the correct answers, and on feedback received by students. Such tests may include multiple-choice, fill-in-the-blanks and combination questions. Automatically assessed examinations and tests are well suited to providing immediate feedback, allowing students to test their skills in relation to the course learning outcomes. They facilitate the assessment process and enable the efficient assessment of larger student numbers.

How the assessment method supports learning: Students receive immediate interim feedback on their skills and can, when necessary, complete the test several times. Tests serve as a revision aid, and feedback on them should encourage and help students progress on the course. Interim tests help you see which topics are particularly challenging to students and how they have progressed on the course.

Things to consider: Requires an initial effort from the teacher, making it advisable to consider the re-use of questions when compiling a question bank. Courses can also be constructed so that they are composed of several tests and a final examination to be assessed by automated means. Plan whether you will, as a rule, use randomly chosen questions, required minimum scores and restrictions on completion times, as well as what you publish for students on the examination results. Consider whether, as a teacher, you wish to utilise information on students’ test completion and course progress.
 
Purpose of assessment: Particularly suited to formative and diagnostic assessment 

Technical platform: Moodle’s quiz activity, H5P assignments or Lesson activity 

Further information:

• Moodle instructions in Moodle.org

Assessment method: Output completed in a group. Particularly well suited to exploring extensive topics and applied assignments, as well as assignments requiring reflection and reasoning skills. The assessment of groupwork can be less stressful for teachers than the assessment of individual work. 

How the assessment method supports learning: Groupwork boosts inclusivity and interaction among students while teaching collaboration skills. Students have the opportunity to learn from each other. Discussion among students and explaining things to others advance understanding of the topic.

Things to consider: Consider group formation: do you divide students into groups, or are they allowed to choose their groups on their own? The assessment criteria must be clear and available for review. Consider the appropriate group size for the assignment. Consider the fairness of assessment if there are students of varying levels in the group with different goals for their performance. Discuss with students what constitutes effective groupwork and what kind of duties different group members can fulfil. Reserve time for group formation and agreeing on the group’s shared goals and rules.

Purpose of assessment: Particularly suited to formative and summative assessment. Feedback is provided to the entire group. Groups can also assess each other, and students can assess the activities of their group or their own performance as part of the group.

Technical platform: Can be implemented in Moodle forums and the assignment activity as a group assignment, in shared online documents, with Zoom’s Breakout Room feature, etc
 

Lisätietoja: 

• Groups in Moodle.org
• Zoom in Different Teaching Situations

Assessment method: Students assess each other’s output on the basis of clear assessment criteria set by the teacher. 

Appropriate uses: Peer assessment can be used for a wide range of needs: providing written feedback as well as assessing course assignments, presentations, end-of-course work and examinations. 

How the assessment method supports learning: Students learn from each other’s answers. Peer assessment has also been found to support deeper learning. Peer assessment develops a range of career skills, including skills in argumentation, collaboration, the identification of prior learning and assessment.

Things to consider: Appropriate guidelines are needed for peer assessment. The benefits of peer assessment, the practical application of the guidelines and the principles of constructive feedback should be discussed in advance with students. The assessment criteria must be clearly recorded.

Purpose of assessment: Suited to diagnostic, formative and summative assessment. The final grade of courses that are significant for future studies should not be based solely on peer assessment.

Technical platform: Moodle’s workshop activity or the forum activity in Moodle.org
 

Assessment method: Students assess their skills and assignments on the basis of assessment criteria provided to them. Self-assessment is suited to supporting learning skills, generic career skills and self-reflection.

How the assessment method supports learning: As a skill required in both studies and professional life, self-assessment should be practised. It encourages students to take responsibility for their learning. 

Things to consider: For self-assessment, students need appropriate instructions. The assessment criteria must be clearly recorded. Since it may be difficult for students to assess their skills accurately, the practical application of the criteria should be discussed with them. 

Purpose of assessment: Self-assessment is suited for diagnostic and formative assessment, as well as in support of summative assessment. 

Technical platform: Self-assessment can be carried out on several platforms, including Word or Moodle’s assignment and workshop activities. The quiz activity can also be used for self-assessment. 

Further information: Moodle instructions in Moodle.org
 

Assessment method: Students regularly review their personal development during the learning process. A learning journal makes the entire learning process visible to both the teacher and the learner, not just the outcome.

How the assessment method supports learning: A learning journal develops learning skills as students describe in writing their own learning process. 

Things to consider: Explain what a learning journal means on this course, its potential themes and the questions students should answer in their journals. Consider whether learning journals are submitted in parts or when completed, and whether interim feedback will be given on them. The assessment criteria must be clearly recorded. Consider whether group feedback, self-assessment or anonymous peer assessment can be used for feedback provision and assessment. 

Purpose of assessment: Suited to formative and summative assessment 

Technical platform: As a platform, you can use Moodle’s assignment activity and its assessment matrix, which is called a rubric, to help with assessment.

Assessment method: A collection is compiled by students of their own reflections, completed tasks and assignments as well as feedback, which they thoroughly analyse. Portfolios are well suited to supporting the development of expertise during studies. They are suited to long-term work, for example, during bachelor’s studies. 

How the assessment method supports learning: Portfolios make the learning process visible, not just the outcome. They develop generic career skills and reflection skills. They support the identification and assessment of individual learning. 

Things to consider: Portfolios are often extensive documents of learning, making them time-consuming for teachers to review. Time should also be reserved for practising portfolio work and providing related guidance. The assessment criteria must be clearly recorded. You have to consider whether to assess the process or the outcome, and whether to provide feedback on the process, outcome or both. 

Purpose of assessment: Suited to formative and summative assessment. Can also be used to identify prior learning. 

Technical platform: The University of Helsinki does not offer a separate application for portfolio work. Students can compile their work and notes in, for example, a OneDrive folder in Microsoft 365, which can be shared. Portfolios to be presented can be drawn up using, for example, Office tools (OneNote, Word, PowerPoint) or Xwiki, which, while public in principle, allows students to restrict the access to read and comment on their portfolios to teachers only.
 

Assessment method: Students answer the teacher’s questions verbally or converse in a group in the teacher’s presence. The benefit of oral examinations is that students are able to make their thinking processes visible, while teachers have the opportunity to ask further questions. In addition to the final conclusion, it enables the analysis of the process leading to the conclusion. This type of examination is suited to, for example, defining concepts and creative problem-solving.
 
How the assessment method supports learning: This method develops thinking as students consider their answers in conversation. When students are present, they learn from each other. It also develops oral communication and argumentation skills, and offers an alternative to students who find expressing themselves in writing challenging.
Things to consider: The assessment criteria must be clearly recorded. Some students may be more anxious about oral examination sessions than written ones. Anonymity is impossible. If the examination session is not recorded, consider how as a teacher you will record students’ answers for assessment. 

Purpose of assessment: Suited to diagnostic, formative and summative assessment. Can be implemented as individual, pair or group assessment. Also suited to ensuring that the course learning outcomes are achieved, and that assignments have not been completed with AI.

Technical platform: Zoom or Teams can be used as a tool. NB! The data protection of remote invigilation must be considered. 

Further information: Data protection instructions for monitoring remote exams

Assessment method: Students practise practical skills in simulations and demonstrate their skills. This method is particularly well suited to assessing skills and their accumulation. 

How the assessment method supports learning: Skills tests can be used to assess advanced skills and the practical application of knowledge. Organised in genuine or simulated circumstances, they support students’ learning and development into experts in professional life.

Things to consider: Depending on the topic, a physical or virtual learning environment must be prepared for the teaching session. The assessment criteria must be clearly recorded. Skills tests are often time and location specific. For teachers and students, they can be time-consuming. 

Purpose of assessment: Mainly suited to summative and formative assessment.

Technical platform: In the simplest form, can be implemented with Zoom or Teams as an online meeting or as a skills test session that is recorded.
 

Assessment method: Students produce video footage, audio files or other media content in accordance with agreed goals. These formats can be used to assess different levels of skills, such as the understanding of concepts, application and other skills. 

How the assessment method supports learning: Creating these formats can support communication, collaboration and oral skills. They are motivating and activating as an assignment, while supporting creative thinking, individual expression and the combination of ideas. These are a good alternative for those who find written assignments challenging. 

Things to consider: The assessment criteria must be clearly recorded. Will the implementation method be assessed in addition to the content? Students need time for planning and implementation, as well as, for example, for familiarising themselves with editing software. The method and location of material sharing must be considered in advance. It is often a good idea to explore other students’ videos, images and podcasts, as this supports learning from others’ efforts. Copyright must also be taken into consideration, as well as the accessibility of material, as appropriate.

Purpose of assessment: Suited to diagnostic, formative and summative assessment.

Technical platform: Videos can be recorded in various ways, including using the material sharing feature and web camera in Zoom, or your own mobile device. Small (under 50 MB) video files can be uploaded directly to Moodle or shared as a link to, for example, Unitube Uploader. For editing, you can use, for example, the ScreenPal app or an editing app installed on your phone. Podcasts can be recorded, for example, on a phone. The University also has Unitube studios available for use.

Lisätietoja: 

• Copyrights and openness of teaching materials
• Digital Accessibility of Teaching
• Making videos and podcasts