Types of Assessment

Online assessments can be categorised broadly into three types - diagnostic, formative and summative.

Diagnostic - where an assessment task is used to identify the current knowledge and skill level of learners so that the learning activities can match their requirements. This type of assessment can be used at the beginning of a course of study, and may be especially helpful where the course is broadening in nature and/or multidisciplinary. Students may come from a variety of backgrounds and bring with them different levels of knowledge, skills, experiences and motivations. The diagnostic assessment can assist both the students and the lecturer to ascertain how best to approach the course requirements, including options of fast-tracking, special projects, extra support and so on. Diagnostic assessment is also one strategy to prepare students for the course requirements. It can be used as a form of orientation or induction.

Formative - where an assessment task provides practice for learners on their learning in the current course and possible development activities they require in order to improve their level of understanding. An online environment is especially conducive to formative assessment. Pedagogically, formative assessment is an integral part of effective learning. See Effective Learning for further details.

Summative - where assessment task responses are designed to grade and judge a learner's level of understanding and skill development for progression or certification. Online learning management systems such as MyUni do allow for summative assessment activities. MyUni incorporates features which allow summative quizzes to be undertaken in a relatively controlled environment. This includes programmed start times and end times, password protection, inability to backtrack, necessity to complete the assessment in one sitting, inability to repeat an assessment, disabling of feedback, etc. There are however issues which a lecturer needs to consider including the possibility of computer and network malfunction and invigilation issues if offered remotely. There are strategies which can be used to assist in this regard including the design of assessment questions which require the learner to reflect on studies and activities undertaken during the course. It is considered that not all summative assessment should be offered in online format, especially where there are technical or invigilation concerns.