There are various forms of assessment methods in the teaching learning process. What is imperative is to use the right and most effective method of assessment for the objective(s) stated. In my practice as a teacher, I choose the assessment methods based on the immediacy of assessing my students’ learning in a session, and also using them for wider aims of the course towards the all-round development of my students. The abilities and qualities I expect to furnish my students with actually dictates what assessment methods I use as a teacher. This is why in 1996; Nightingale et al stated eight learning outcomes with their corresponding assessment methods.
Some, amongst many of the range of assessment methods available are: group work, case analysis, problem scenario, role play, demonstration, report, observation, journal, portfolio, project, dissertation, applied task, essay, oral and written exams, Q&A, performance, presentation, discussion
Group work: In using group work as a form of assessment, shared group score can be allocated to the group or individual student can be awarded marks based on his or her contribution. Assessment of group work can be formative or summative. When assessment is diagnostically used, then it can be termed formative (Rowntree 1987); but when it is used for information gathering (i.e, continuous assessment or examination at the end of a course) about students that can further be given to a third party, then it can be termed summative assessment. Though there is no clear or massive division between group formative or summative assessments, they should however be a part of learning process for students.
Journal: Learning journals are not just gathering of required tasks and assignments, I sometimes use this to make students take responsibility for their own learning through a reflection on it, on a continuous basis; thereby,