Diversity in assessment
Using a variety of different assessment methods is an important aim of the University's Assessment and Feedback Strategy.
Varying assessment activities can help to motivate students with an increasingly diverse range of experiences, learning styles and competencies. Varying approaches and activities also provide opportunities for students to develop a broader range of personal and employability skills so that, where possible, students experience group, self and peer assessment as well as more traditional, individual assessment.
Adjusting the 'mix' of assessment activities and approaches can make more efficient use of academic time, particularly where there is a heavy reliance on extended writing tasks. Selecting appropriate ways of assessing students must, though, take into account the educational aims and intended learning outcomes of a particular programme and module, as well as what can reasonably be expected of students at a given 'level', the purpose of the assessment (including whether it is for formative or summative purposes) and practical considerations such as group size, space and resources.
This section features some of the most commonly used forms of, and approaches to, assessment, as well as their main benefits and disadvantages. Where relevant, Exeter-based case studies have been included as examples of where a particular method or approach is being used. Naturally, this is work in progress and we welcome nominations or contributions from colleagues of more of these case studies, taken from their own practice in schools.