Learning Assessment Methods

1. Foundation

Learning takes place in students’ heads where it is invisible to others. This means that learning must be assessed through performance: what students can do with their learning. Assessing students’ performance can involve assessments that are formal or informal, high- or low-stakes, anonymous or public, individual or collective.  Assessment of student learning in personal and interpersonal skills, and product, process, and system building skills, as well as in disciplinary knowledge.


2. Formative Assessments

Formative assessment techniques monitor student learning during the learning process. The feedback gathered is used to identify areas where students are struggling so that instructors can adjust their teaching and students can adjust their studying. These are low-stakes assessments (low point values) that happen early and often in the semester.

2.1. Informal Techniques

Shoft-Written Reflections: Sometimes referred to as “Atfer-Class Activities”, these popular assessment techniques have students reflect immediately following a learning opportunity (at the end of a class) to answer the most important things learned, the most difficult things experienced.

Checks for Understanding: Pausing every few minutes to see whether students are following along with the lesson not only identifies gaps in comprehension, but helps break up lectures (e.g, with Clicker questions) or online lessons (e.g., with embedded quiz questions) into more digestible pieces.

Wrappers: Sometimes referred to as “Self-Study Questions after a class”. Wrapping activities, using a set of reflective questions, can help students develop skills to monitor their own learning and adapt as necessary.

2.2. Formal Techniques:

In-class Activities. Having students work in small groups to solve problems, to research case studies which creates space for powerful peer-to-peer learning and rich class discussion. Instructors and Teaching Assistant monitor students work, help those who get stuck and guide those who are headed in the wrong direction.

Quizzes.  Assess progress midway through a unit, create friendly in-class competition, review before the test. Quizzes can be great tools that don’t have to count heavily toward students’ grades. Using quizzes to begin units is also a fun way to assess what your students already know, clear up misconceptions, and drive home the point of how much they will learn.

Online Learning Modules. Learning Managment Studio at Advanced Program, DUT allow students to solve problems or answer questions along the way.  This can provide instructor with analytics on student responses and class performance so instructor can tailor their instruction to student’s particular learning needs.

Class Deliverables (Reports, Slides, Solutions …): These are other in-class activities which are designed so students, usually in groups, are required to submit a product of their work for a grade.  Among the variety of techniques that can be used, the most effective will balance individual and group accountability and require students to think about authentic complex issues.  Team-Based Learning uses criteria in the design of collaborative application exercises.

3. Summative Assessments

Summative assessment techniques evaluate student learning with high-stakes assessments. This normally occur at the middle and at the end of course and measure the extent to which students have achieved the expected learning outcomes.

3.1. Exams: This includes mid-term exams, final exams, and tests at the end of course units. The best tests include several types of questions such as: short answer, multiple-choice, true-false, and short essay. The main purpose is to allow students to fully demonstrate what they know in terms of knowledge.

3.2. Projects, and Presentations: These give students the chance to go deeper with the material to put the knowledge they’ve acquired to use or create something new from it. This level of application is an extremely important and often overlooked part of the learning process. These types of projects also give students significantly opportunities to demonstrate their personal and interpersonal skills.

3.3. Capstone Projects: Most capstones in the major require students individually or in groups to complete a serious intellectual project, incorporating the discipline’s primary mode(s) of inquiry into a final product that is consistent with practices in the discipline. The following models have been alternatively applied at Advanced Program, DUT:

Course Model: Students enroll in a class that focuses on an issue in the field. The course is designed to ask students to demonstrate the learning goals for the major and is pitched high to stretch students to the next level. In this version, all students study the same area or work on the same problem, and they usually produce papers or create projects around the issue under study. The faculty’s role is to teach the course and evaluate students’ work.

Experiential Model: Students sign up for internships or other kinds of experiential learning at industrial company. Students are required to compete a design-build products in terms of software, hardware or combined protoype under main supervision by industry experts and co-supervised by university faculties. The role of the faculty is to help students make connections between learning in the major and learning on the ground at industry and to make sure that evaluation includes departmental learning goals. Internship/research/service supervisors are active parts of the assessment of the student’s performance.

4. Generic Rubric

Performance Areas

Needs Improvement



Above Sufficient

1. Team work There is obvious assignment on member’s role but not clear task distribution, no connected deliverables Obvious roles of members, clear task distribution to each member, not clear deliverables Clear assignment on memeber’s roles associated with suitable tasks and deliverables Clear assignment on memeber’s roles associated with suitable tasks and deliverables, well-defined timing for each deliverables
2. Design and Implementation The purpose of the work is not well-defined. Central ideas are not focused to support the project. Thoughts appear disconnected.


The central purpose of the work is identified. Ideas are generally focused in a way that supports the project


The central purpose of the work is clear and ideas are almost always focused in a way that supports the project. Relevant details illustrate the author’s ideas. The central purpose of the work is clear and supporting ideas always are always well-focused. Details are relevant, enrich the work.


3. Written Report



Information and ideas are poorly sequenced. The audience has difficulty following the thread of thought. Information and ideas are presented in an order that the audience can follow with minimum difficulty. Information and ideas are presented in a logical sequence which is followed by the reader with little or no difficulty Information and ideas are presented in a logical sequence which flows naturally and is engaging to the audience.
4. Oral Communication

5. Grade Mapping


Scale 10

Scale 4

Scale letter


Above Sufficient 8,5 – 10 4 A
Sufficient 7,0 – 8,4 3 B
Developing 5,5 – 6,9 2 C
Needs Improvement 4,0 – 5,4 1 D


Not meet requirement < 4,0 0 F