What is an Assessment Type?
An assessment type is the method used to collect evidence of learning.
Assessments are used to show whether learners have achieved the Learning Outcomes (LOs) for a course. Assessment types are suited to various kinds of learning, skills, and levels of complexity.
Key points about assessment types:
- Each type has strengths and limits
- No assessment type is automatically good or bad
- Validity depends on how well the assessment measures the LO
- The assessment must allow learners to demonstrate the verb used in the LO
Ask yourself: “Can this assessment genuinely show achievement of the learning outcome?”
Common Types of Assessments
Assignments
Assignments are most suitable when learning outcomes require:
- Analysis
- Evaluation
- Reflection
- Structured written communication
Examples of suitable LO verbs:
- Analyse
- Evaluate
- Critically review
- Compare and contrast
- Synthesise
- Justify
- Reflect on
- Apply (for example, in a case study)
Assignments are often used to assess critical thinking and the integration of ideas. They are not well suited to assessing practical performance on their own.
Examinations, Tests, and Quizzes
Exams and tests are most suitable when learning outcomes focus on:
- Knowledge and understanding
- Conceptual clarity
- Application under time or resource constraints
Examples of suitable LO verbs:
- Explain
- Demonstrate understanding of
- Analyse (with clear and limited scope)
- Interpret
- Solve defined problems
Exams are not suitable for assessing:
- Design
- Creation
- Complex professional judgement
- Integrated workplace practice
Group or Collaborative Assessment
Group assessments are suitable only when collaboration is an explicit learning outcome.
They are most appropriate when learning outcomes require:
- Teamwork
- Collaboration
- Shared problem‑solving
Examples of suitable LO verbs:
- Collaborate
- Work effectively with others to
- Co‑design
- Contribute to
- Negotiate
- Reflect on collaborative practice
If collaboration is not stated in the LO, a group assessment is usually misaligned.
Presentations and Exhibitions
Presentations are suitable when learning outcomes focus on:
- Communication
- Explanation and justification
- Professional articulation of ideas
Examples of suitable LO verbs:
- Present
- Communicate
- Articulate
- Explain and justify
- Defend
- Demonstrate (with explanation)
- Contextualise
These assessment types are often used to assess how learners share ideas with others, rather than the depth of written analysis.
Projects
Projects are suitable when learning outcomes require:
- Integration of learning
- Problem‑solving
- Sustained application over time
Examples of suitable LO verbs:
- Design
- Develop
- Integrate
- Apply theory to practice
- Solve complex problems
- Plan and implement
- Produce and evaluate
Projects are not suitable for purely theoretical recall or isolated skills.
Work‑based Assessment and Portfolios
Work‑based assessment and portfolios are suitable when learning outcomes require:
- Demonstrated competence
- Performance in real or simulated work contexts
- Evidence collected over time
Examples of suitable LO verbs:
- Demonstrate competence in
- Perform
- Apply skills in practice
- Implement
- Meet professional standards
- Reflect on workplace practice
- Compile evidence of
Written explanation alone is not sufficient for these outcomes. Learners must provide evidence of actual performance.
Common Issues to Watch For
- Using exams to assess complex professional practice
- Using written assignments to assess practical skills
- Choosing assessment types based on tradition rather than learning intent
- Overloading courses with too many assessment types
These issues often result in misalignment and assessment feedback during moderation.
Hints and Tips
- Start with the Learning Outcome, not the assessment task
- Focus on whether the assessment can truly show achievement of the LO
- Be cautious when re‑using assessment types without reviewing alignment
- Remember that assessment validity depends on design, not format
- Assessment decisions should always be made in context
For more:
GPO’s vs LO’s
Types of Assessments
Aligning GPOs, Learning Outcomes, and Assessment Types
Programme Design: Why Alignment Matters
Level Descriptors Guide