Assessment - course criteria

1. Formative and summative assessment types are used appropriately for the course.

Selecting the right assessment depends on the learners, learning outcomes and content. There are various options when designing assessment, quizzes, tests, peer-review assignments, informal self-assessment, peer-graded assignments (ExpertTracks), portfolio assessment (microcredentials) tutor-marked assignments (degrees). 

Within the course distinguish between what is formative assessment, designed to help the learner as they progress, and summative assessment, designed to check their understanding of the material. 

2. Assessment instructions and outcomes are clear.

Clearly state within assessment introductory text and instructions what they will gain from the assessment, which learning outcome the assessment relates to, what will be covered and what their performance will be gauged against.

Questions and feedback should reflect the educator’s voice, engaging the learner in a conversation. View our example instruction text.

3. Cloze questions are used appropriately.

Cloze questions should primarily be used in language learning courses. For other types of courses, we recommend using multiple-choice questions.

4. All quiz answers have feedback conducive to learning.

Questions should be worded in such a way that does not make the correct answer immediately obvious or easily guessable.

On the first incorrect or partially correct answer only general feedback is shown to prevent giving the answer away. General feedback can describe the context of a problem and should not provide the answer but can provide hints and links to return to previous steps. 

On subsequent incorrect or partially correct attempts, general feedback will be shown along with individual (answer) feedback for each selection. Individual feedback can address why an answer is incorrect, or provide an explanation for why an answer is correct. 

5. Test multiple choice questions have 4 or more options

Each test question has 3 points available, 1 point lost for each incorrect answer. Any less than 4 questions and the score is unfairly calculated. 

6. Questions check understanding / challenge learners to apply concepts rather than solely targeting fact retention.

Creating meaningful, accurate assessment is challenging. It is very easy to not get quite right and learners will be unhappy if they feel the assessment was unfair, too easy or too hard. 

See our guidance on flawed questions. 

7. Max 10 quiz/test questions.

A limited number of questions ensures a balanced, well-paced course. 

8. Peer review assignment guidelines are phrased as questions

Open-ended questions encourage the reviewer to respond in full sentences with constructive feedback, rather than replying Yes/No.

The assignment should be clear and the task manageable in the space provided.

The assignment is designed for a minimum of 40 characters (eg text essay rather than a link to a media file). Design peer review assessments.