Creative or unusual approaches to assessment have not generally been considered as reliable and valid approaches for summative assessment. This can result in the introduction of such approaches on the premise that they will add variety to the learning and experience and not for the intrinsic value they have in terms of assessment. Students can additionally find it difficult to understand where such activities ‘fit’ and the real purpose of them. Aligned use of assessment (Biggs 1999, Whisker 2004) and involving the learners in the process of developing the approach can address these difficulties.

References

Biggs, J. (1999) Teaching for Quality Learning at University. Buckingham, SRHE & Open University Press.

Whisker, G. (2004) Developing and Assessing Students’ Oral Skills. SEDA Special 17. SEDA Birmingham

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