Module 3 (Week 06) - 100 Ideas for Assessment

Here were some ideas given by others:

Game-based assessment (Adnan)

I like the idea of “edutainment” which aims to make learning fun.  Game show formats and computer games would probably work with any subject area.  Quiz shows lend themselves to learning theory.  In business, I have come across simulations/games on investing and production.

Students write their own questions (Munther)

Several students would probably write questions that require the same answer.  It would then be interesting to discuss which questions is the best.  Also, it would be a challenge for students to write essay-type questions and to provide answer keys.

Furthermore, the subject matter covered by the questions could possibly indicate what topics the students understand and/or find important.  I recall that I used to have a professor that would require us to submit outlines for each chapter of the textbook.  That was probably his way of making sure we at least open the required materials, but it could have also been used as a gauge to see what we students find to be important.

Investigative reports on real-life problems (Amer)

One idea that comes to my mind is for students to play TV reporters when they go on field trips or workshops.  One group member can use his/her mobile phone or tablet to take a video, while one or more other members report on what’s happening and what they have learned.  For business students, they can easily visit actual shops and write reports on customer service- and marketing-related topics.

Discussion boards (Bara’a)

This should not be limited to only being among classmates.  I would even recommend that students join mailing lists and Internet groups for specific topics.  They can then try to start threads, contribute to existing discussions, and/or report on what different users are saying.  For computer students, a related exercise would be to give students a problem or set of problems, and then require them to find answers from or through Internet discussion boards.

Peer-to-peer assessment (Annie)

This should not be limited to students preparing worksheets to be answered by others.  Students can also give comments on other’s presentations or even research papers.  Or if there are class debates, then the student audience can be asked for their opinions on as to which group wins the argument.

Inductive and deductive reasoning (Manal)

We would have to first teach students about logic.  Perhaps a simple exercise for students would be to make them try to come up with analogies or metaphors.  Problem-solving games might fall into this category.  We could even ask students to answer multiple-choice questions, and then require them to explain why the other answers are wrong.