The primary goal is to choose an assessment method that assesses the learning outcomes of the course that is offered.

Before you choose methods of assessments, it would be worth while to concider the objective of the assessments:


  • Conducted during the course
  • Used to monitor student learning
  • Use to modify the course in real time

Examples: Student response system, Concept map, 1-minut reflection muddiest-point exercise, portfolio.


  • Conducted after the course
  • Used to evaluate student learning
  • Results can be incorporated into future planning

Examples: Survey, final exam, reflection, portfolio.

  • Assignments


    Assignments are unsupervised pieces of work.

    The teacher set restrictions in format, such as word limits and due dates. Clear assessment criteria (rubrics) and an explanation of the criteria will help students understand what is expected of them. Students are motivated to do well because assignment is part of their course grade. Creating a summary sheet of the most used comments and then attributing a number to each comment is a smart  way of marking efficiently.

  • Written exams

    Written exams

    Summative assessment as represented by written exams is the most common feedback.

    Ensure that students are familiar with the marking criteria and the type of exam it will be, e.g. whether it is an open or closed book exam.

  • Peer assesment

    Peer assesment

    Peer assessment encourage students to engage with their learning more directly.

    It helps students develop a deeper understanding and builds their reflective learning abilities as they review, assess and provide feedback on the work of other students. Guiding students in peer assessment is essential with clear criteria for grading. Ensure that students have guidance on feedback to avoid overly harsh marking or negative comments. Rubrics are very usefull.

  • Multiple choice questions

    Multiple choice questions

    Multiple-choice Questions (MCQs) are questions which have a correct answer (usually only one).

    The MCQ test is largely used to test factual material and the understanding of concepts. The tests can sample a broad range of a course and are rapidly marked (graded). Students are not able to "bluff" or "pool" answers. Good tests are difficult to set. The tests  may encourage guessing and reproduction learning strategies.

  • Presentations and posters

    Presentations and posters

    Presentations and posters let students present to peers and teachers.

    These forms of assessment can be done individually or in a group. The focus of this form of assessment is not on students’ capacity to find relevant information, sources and literature but on their capacity to package such materials into a logically coherent exposition. As in all other examples above, providing student students with clear guidelines on what will be marked and, in this instance, who will be marking, is essential. Remember the rubrics!

    Contact at NHH: Jon Iden

  • Portfolios


    A portfolio is a collection of artefacts (such as posters and video clips) produced at different stages across a course of study (course or programme).

    The primary assessment focus on the portfolio as a product, but some marks may be awarded for the student’s ability to demonstrate critical thinking/reflection in an introduction to the portfolio and a conclusion that summarises what the student feels they have learnt. This reflective learning could be an important enhancement to learning. Portfolios can offer students the opportunity to review their learning in various formats and provide evidence of their achievements in learning. This could as well be important for future employers.

  • Class participation

    Class participation

    The aim of assessing class participation is to encourage students to participate in discussion, and to motivate students to engage with background reading and preparation for a learning session.

    In addition to assessing students’ disciplinary knowledge and understanding, assessing class participation can also be used to encourage and reward development of communication skills and group skills such as interacting and cooperating. Participation can take different forms – face to face; online; written; spoken; as groups; as individuals, or a combination thereof.

    Contact at NHH: Karin Thorburn, Aksel Mjøs

  • Abstract


    Students are required to write an abstract of a research paper/article within a specified word limit e.g. 300–500 words.

  • Articles for different audiences

    Articles for different audiences

    Students are asked to write on a particular topic(s) to an agreed length in a specific style e.g. a journal, newspaper or magazine.

  • Online discussion boards

    Online discussion boards

    Students are assessed on the basis of their contributions to an online discussion for example, with their peers; this could be hosted on a virtual learning environment.

  • Wiki / blogs

    Wiki / blogs

    Students are required to keep an individual blog, e.g. to record their progress on a project, or a wiki; could be used as part of a group project exercise.