Assessment
The assessment cycle
How do you design effective assessment of student learning? The assessment cycle can help you with this. The cycle consists of seven stages that each have their own place within the assessment process. In each of the chapters on the right, you will find a brief introduction outlining key concerns, followed by frequently asked questions and answers.
Please keep in mind that your degree programme may have its own policies on assessment, impacting the options available to you. Make sure you are familiar with the rules and guidelines relating to assessment in your faculty or programme. For individual advice, please contact your faculty’s Teaching and Learning Centre.
Contact
Do you need advice about assessment? Would you like to use different assessment methods in your course, or would you like feedback on your assignment guidelines or exam questions? Please contact an assessment specialist through your faculty’s TLC. You can also always ask the central TLC’s assessment specialists for advice (tlc@uva.nl).
Other assessment resources
Click on one of the stages in the assessment cycle to read more:
| 1. Designing
How do I choose a form of assessment that accurately measures my learning outcomes? |
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How do I construct effective questions and assignments? |
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What should I keep in mind while administering an exam? |
| 4. Grading
How can make sure my grading is efficient and reliable? |
| 5. Analyzing How do I evaluate and improve assessment quality after the fact? |
| 6. Reporting
What should I keep in mind when returning grades and feedback? |
| 7. Evaluating
How do I improve my assessment next year? |
Below you can find articles from the TLC network about Assessment. Also view the other didactic themes.
Efficiently and effectively setting up an item database in ANS
11 June (orginal date was 10 June) – Do you want to make digital tests more effective and efficient?
Oral examinations: manual
Oral examinations: good practices
Guess factor and calculating grades
With closed questions you must take into account the chance of guessing: the chance that students can guess the correct answer without knowledge of the material. How can you best deal with this?
Rubrics
With a rubric you can assess students’ work efficiently and reliably. But how do you create and use a rubric?
