1. Multiple Choice Questions (MCQ) Often referred to as 'objective' tests (in terms of their marking), this method can sample a wide range of knowledge and memory quickly and has the potential for measuring understanding, analysis, problem solving skills and evaluative skills. MCqs are easy to mark and analyse results. They are useful in terms of their ease of administration with large numbers of students, especially where marking is to be done by assistants rather than the test-setter. Computer marking and web-administered tests for mCQs are well-established. They are also useful for self assessment and screening. MCQs have potentially high reliability, validity and manageability, and feedback to students is fast

2. Short answer questions A standard method using slightly less structured questions than those in MCQs. They are frequently used in examinations to award a few marks as a 'starter', which is then followed by a question which requires more writing. They have the potential for measuring analysis, application of knowledge, problem-solving and evaluative skills. They only test the lower cognitive levels. Marking to model answers is relatively fast compared with marking problems but not compared with MCQs. They are convenient to use when a number of assessors will mark the papers, and all alternatives can be considered. Marking for feedback (e.g. with formative assessment) can be relatively fast.

3. Single Essay Examination These are relatively easy to set and can test a wide range of abilities including capacity to draw on a wide range of knowledge, to synthesise and to identify recurrent themes. Marking for grading is relatively fast providing the criteria are simple.

4. Essays These are applicable to any topic that requires the ability to construct and sustain a written argument. There are several types of essays that test different styles of writing and types of thinking. They can measure understanding, synthesis and evaluation. They are relatively easy to set and mark for grading based on impressionistic marking is fast. However, it is essential to determine the marking scheme before you start marking and then share it with the students — or better still, get them involved in drawing up the marking criteria/scheme and/or suggesting additional personal criteria. It is also worth having a formal student peer-review system on drafts prior to submission

5. Modified Essay Questions (MEQs) A sequence of questions based on a case study. After students have answered one question, further information and a question are given. The procedure continues, usually for about one hour. They are relatively easy to set and may be used in teaching or assessment for developmental or judgmental purposes. They can be computer or paper-based and can encourage reflection and analysis. They have potentially high reliability, validity and manageability.

6. Cases and open problems These can range from simple vignettes illustrating issues in the practice of a discipline, through to complex sets of documentation which may require analysis and research. Solutions can range from short answer questions to complex plans or proposals. They have potential for measuring application of knowledge, analysis, problem- solving, evaluative skills and principles applicable to real- world situations. They can reach all the way up Bloom's taxonomy to "synthesis" and "evaluation" levels. Short cases are relatively easy to design and mark. Marking for grading and feedback are about as fast as essay marking. They can provide useful information for formative purposes, including diagnosis of problems, because answering the questions or meeting the requirements is often a multistage process. Cases are generally best used in conjunction with several other methods. They often overlap and move into simulations and they can also form the basis of project briefs, and lend themselves to collaborative learning.

7. Presentations These can test preparation, understanding, knowledge, capacity to structure, information and oral communication skills. Feedback can be from any mix of tutor, self and peers. Marking for grading based on simple criteria is fast and potentially reliable. Measures of ability to respond to questions and manage discussion could be included.

8. Projects, Group Projects and Dissertations These are good for all-round ability testing. There is the potential for sampling a wide range of practical, analytical and interpretative skills, as well as the wider application of knowledge, understanding and skills to real/simulated situations. They can provide a measure of project and time management. Group projects can provide a measure of teamwork skills and leadership. Motivation & teamwork can be high. Learning gains can be high particularly if reflective learning is part of the criteria. They test methods and processes as well as end results. Projects allow students to contextualise ideas or material by applying them to practical instances.

9. Poster Sessions These test students' capacity to present findings and interpretations succinctly and attractively. There is feedback potential from tutors, peer and themselves. Marking for grading is fast.

10. Orals These test communication, understanding, capacity to think quickly under pressure and knowledge of procedures. It is particularly useful when there is a need to find out about learning which has not been directly observed. Hence, the questioning focus which comes as part of a debriefing process after practice has been observed. There is great feedback potential with orals and marking for grading can be fast.

11. Mini-practicals  A series of mini-practicals undertaken under timed conditions.  They have the potential to sample wide range of practical, analytical and interpretative skills. Some, if not all, of the marking can be done on the spot so it is fast. Feedback to students is also fast.

12. Reports on Practicals  These have the potential for measuring knowledge of experimental procedures, analysis and interpretation of results. They measure know how of practical skills but not the skills themselves. Marking for grading using impressions or simple structured forms is relatively fast. Marking for feedback with simple structured forms is faster than without them. To reduce student workload and the assessment load, it is recommended to have a different assessment focus for each experiment.

13. Direct Observation  This is useful for immediate feedback, for developmental purposes and for estimating performance - providing a simple, structured system is used. Impressionistic observation can be useful if supported by constructive feedback. It can be used by a group of peers to provide feedback as well as assessment.

14. Questionnaires and report forms A general method including a wide variety of types. Structured questionnaires get the information you want but semi or open-ended questionnaires may give you the information that you need. A mixture of structured and open-ended questions is recommended. Criterion reference grading recommended for judgmental purposes. Broad criteria are more reliable and valid than highly detailed criteria.

15. Objective Structured Clinical Examinations (OSCEs) Originally from the medical field, these are now used in business, legal practice, management and science courses. They are particularly useful for quickly assessing practical and communication skills. They can be used in an induction phase to estimate key practical skills. Group OSCEs are useful for teaching, feedback and developmental purposes. OSCEs can be used towards the end of a course to provide feedback or to test performance against outcomes. Reliability, validity and manageability are potentially fairly high.

16. Problems This method has the potential for measuring application, analysis and problem solving strategies. Marking for grading of easy problems is fast but marking of complex problems can be slow. Variation between markers is fairly low when based on model answers or marking schemes but you neeed to allow for creative, valid solutions by bright students

17. Simulated interviews These are useful for assessing oral communication skills and for developing ways of giving and receiving feedback on performance. Peer and self assessment can be used. Assessment by simple rating schedule or checklist is potentially reliable if assessors, including students, are trained

18. Learning logs/ diaries Wide variety of formats ranging from an unstructured account of each day to a structured form based on tasks. Requires a high level of trust between assessors and students. May have high validity if structure matches learning outcomes.

19. Reflective Practice Assignments Measures capacity to analyse and evaluate experience in the light of theories and research evidence. Relatively easy to set. Feedback potential from peers, self and tutors. Marking for grading is about the same for essays. Use of criteria reduces variability

20. Portfolios A portfolio consists of evidence assembled to show how the student can meet specified learning outcomes or assessment criteria. There are a wide variety of types from a collection of assignments to reflection upon critical incidents. The latter are probably the most useful for developmental purposes. They can be used as the basis for orals. They have a rich potential for developing reflective learning if students trained in these techniques. The will be high on validity if the structure matches course learning objectives/ outcomes. You need to ensure that assessment criteria go beyond simply requiring that a student has done something, and require evidence of understanding underlying principles. This usually requires an accompanying commentary which should link together the evidence in the rest of the portfolio, and relate it explicitly to the required outcomes. It is useful here to use a cognitive taxonomy for learning outcomes as developed by Biggs or Bloom

21. Work-based Assessment Variety of methods possible including learning logs, portfolios, projects, structured reports from supervisors or mentors. Validity, as usual, is dependent upon clear learning outcomes

22. Computer-based assessment Much talked about but still mostly of the MCQ and short-answer type which can mark and analyse results quickly. More recently this area has expanded to include mathematical problems and simulations. Reliability is high

23. Knowledge & Understanding Essays Assignments Lab reports Writing an abstract Case report MCQs Professional portfolios Professional discussion Case-study Presentation (Written and oral) Group project (Written and oral) Student led seminar

24. Intellectual skills Written and oral course work Engaging in critical debate in class Critical literature search & review Reflective portfolios Critical incident reporting

25. Practical skills Computer lab work Course work assignments Professional discussion Professional portfolios MCQs Projects

26. Transferable skills Course work Oral presentation Group project work Professional discussion Essays Contribution to discussion groups & accessing relevant web-based material