6. Incorporate more in-class and group assignments

In-class assessments can be delivered via a range of formats, including quizzes, live polls, tests, concept maps, short written tasks or oral presentations that can be completed individually or in groups.

Designing in-class tasks, especially those that require collaborative learning in groups, maximises opportunities for students to interact with and learn from each other. Team-based tasks in class can also reduce students’ opportunities and motivation to cheat.

Examples

Peer and self-assessment of group work

Peer and self-assessment activities ask students to assess their peers’ and their own contributions to the group work and collaborative process. To help students with the assessment task, develop assessment criteria that focus on the process of group work such as effective communication, clear goals, active participation, quality of contribution/input, respect of diverse views, etc. It’s also a good idea to discuss (or workshop) the criteria with students in class to ensure they are clear about how they should assess their peers and themselves.

In-class concept maps or 5-minute papers

To help students consolidate their understanding of key concepts and assess their knowledge, ask them to develop a concept map (individually or in pairs), or set a 5-minute paper several times during the semester asking students to explain a key concept/s, or apply their knowledge to solve a problem. Alternatively, ask them to explain three things they have learned from the classes related to x topic or x learning outcome.

Depending on your subject and students, these types of low-stakes, in-class assessments can be repeated several times through the semester.

Case Studies

For more practical examples of this strategy, see also the following case studies:

Encouraging student engagement and deeper approaches to learning through assessment

Designing continuous assessment to support experiential and project based learning

Assessing process and product in a constructively aligned subject