Assessment Methods
Assessment methods are the specific forms through which students demonstrate their learning and achievement of learning outcomes. There is rarely a single 'correct' assessment method. Different methods offer different strengths, opportunities, and challenges depending on what is being assessed and the context in which learning takes place.
TU Dublin lists fifty-five different assessment methods in the Programme and Module Catalogue (PMC). When you are designing your module descriptor, you will select one of these methods. In practice, a sub-set of these methods are most widely used and provide lecturers and programme teams with opportunities to employ diverse assessment methods across the curriculum.
In 2022, as part of a co-creation initiative involving TU Dublin students and staff, a Compendium of Assessment Methods was developed to provide the student perspective on different assessment methods. This compendium includes an analysis different assessment methods from the perspective of students. You can download the compendium here:TU Dublin Compendium of Assessment Methods: from Students' Perspective.
Assessment methods describe how students demonstrate their learning. As outlined in the section on Constructive Alignment, assessment is connected to learning outcomes and learning and teaching activities. In selecting assessment methods, consideration should be given to whether learners are provided with a fair and meaningful opportunity to demonstrate what they know and can do.
Drawing on both the assessment methods listed in the Programme and Module Catalogue and the TU Dublin Compendium of Assessment Methods, the table below presents a summary of sixteen assessment methods that you can consider for your programmes and modules.
| Assessment Method | Description |
|---|---|
| Case Study | Students analyse or respond to information presented in the form of a case study, or students are asked to produce a case study from data or work related information. For the student perspective, see P24 of the Compendium of Assessment Methods. |
| Dissertation | Students provide a long form of academic writing outlining a piece of original work or research completed within an agreed period of time. |
| Examination | Students complete a time constrained assessment often comprised of essay questions or scientific problems. For the student perspective, see P52 of the Compendium of Assessment Methods. |
| Essay | Students produce a piece of structured writing in response to a question. For the student perspective, see P26 of the Compendium of Assessment Methods. |
| In-Class Test | Students complete a test during a lecture or tutorial, supervised by their lecturer and typically during the semester when the opportunity to provide feedback is still available in advance of the final assessments. |
| Journal / Reflective Journal | Student maintain a journal linked to skill-, personal- or professional development. For the student perspective, see P22 of the Compendium of Assessment Methods. |
| Laboratory Report | Students provide a written account of experiments undertaken in a laboratory, reporting on and analysing the process and results. For the student perspective, see P50 of the Compendium of Assessment Methods. |
| Multiple Choice Questionnaire | Students complete a set of objective questions each of which has an unambiguously right or wrong answer. For the student perspective, see P34 of the Compendium of Assessment Methods. |
| Oral / Interview | Students respond verbally to questions exploring an investigative study or a completed submitted piece of work in greater depth. For the student perspective, see P40 of the Compendium of Assessment Methods. |
| Performance | Students give a performance or present a curated show of their work. For the student perspective, see P42 of the Compendium of Assessment Methods. |
| Portfolio | Student curate or showcase the development of their work and their personal development over time. An e-portfolio is a portfolio developed in digital format. For the student perspective, see P46 of the Compendium of Assessment Methods. |
| Poster | Students provide information, ideas or research in a visual format. For the student perspective, see P48 of the Compendium of Assessment Methods. |
| Project | Students complete an extended assignment over time. |
| Practical Assignment | Students complete practical work relating to their discipline. For the student perspective, see P52 of the Compendium of Assessment Methods. |
| Presentation | Students verbally communicate information, often supported by digital slides, a poster or some output of their practical or written work. |
| Report | Students provide a written account of work undertaken. For the student perspective, see P50 of the Compendium of Assessment Methods. |
- O’Neill, G., & Padden, L. (2022) Diversifying assessment methods:
Barriers, benefits and enablers, Innovations in Education and Teaching International, 59:4,
398-409, DOI: 10.1080/14703297.2021.1880462 - Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th;4; ed.). Open University Press (Tu Dublin Library ebook; see also 2022 5th edition physical copy)
- Bowen, D., & Fleming, R. (Hosts). (2024, September 12). Assessment and Swiss Cheese: Phill Dawson (Episode 9, Series 9) [Audio podcast episode]. In AI in Education Podcast. https://aipodcast.education/assessment-and-swiss-cheese-phill-dawson-episode-9-of-series-9
- Bloxham, S., & Boyd, P. (2007). Developing effective assessment in higher education: A practical guide. Open Univ Press. (Physical Book: TU Dublin Library)
- Brennan Bell, R., Kenny, C., Bush, J., Khan, F., Ogunbadejo, T., Mokhtari, A., Raheem, H., Shekoni, O., & Salako, C. (2024). A compendium of assessment methods: From students' perspectives. TU Dublin & NTUTORR. https://www.tudublin.ie/media/website/explore/about-the-university/academic-affairs/ntutorr/media/Compendium-of-Assessment-Methods---from-Students'-Perspectives.pdf
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