How can the student demonstrate mastery of these objectives? Use the assessment planning chart as a tool, and make sure that you do not add any extra assessment objectives or evaluation criteria when developing your assessment instruments. You can find more information about the assessment planning chart and how to use it here.

Use alternative assessment formats

Assessment does not always have to be written and individual; for example, a pitch or (group) presentation can also allow the student to demonstrate the results of their learning process. Oral exams may seem labor-intensive, but you save time on grading, especially if you use a well-structured evaluation form.

Distribute summative assessments throughout the whole course

Assess, if possible, at intervals. This prevents peak workload for both students and instructors at the end of the course. Ensure that the combined scope of midterm(s) and final exams is no greater than it would have been with only a final exam. The maximum exam duration of 3 hours does not necessarily need to be used; a shorter duration is also an option.

Keep assessments straightforward

A buildup of midterms, assignments, and bonus points makes assessment less transparent, more prone to error, and labor-intensive (also for the exam services). Ensure that retake options are also clear and feasible.

Use not only summative but also formative assessment methods

Grading only does not contribute to the learning process, but feedback does. Formative assessment and feedback can sometimes be fully integrated within a tutorial session. Also consider that having students provide feedback to each other (peer feedback) is both efficient and educational.

Use efficient question types

Closed questions (such as multiple choice) are very suitable for assessing learning objectives at lower cognitive levels, especially with larger student groups. Students can answer these questions relatively quickly, and they require little to no grading time. For open-ended questions, you can set a word limit on responses. This also applies to written assignments such as papers and essays: is it necessary for students to write a lengthy piece, or can it be shorter? Store your test questions in an item bank for (some) reuse and as inspiration for creating new (similar) questions.

Grade reliably and efficiently

An assessment form can help with this. For an assignment or paper, assessing on a ‘pass/fail’ basis is faster than calculating a partial grade. Alternatively, use a (simple) rubric to determine the grade and provide justification and feedback. Don’t spend too much time on personal feedback at the end of the course (in addition to the final grade), as students are unlikely to use it at that point.

In short: think carefully in advance about the assessment strategy you use, and how to make the best and most efficient use of both students’ and your own time. This may take some time initially, but it will pay off in terms of academic success and grading time.