Online assessment taxonomy

The University of Dundee Assessment Policy for Taught Provision states in section 1.6 that assessment tasks within higher education can take a wide variety of forms, they are commonly understood to serve 3 distinct functions: diagnostic, formative or summative. These are described by the QAA as follows:

• Diagnostic assessment: Evaluation of how well a learner is prepared for a given programme or unit of study within it, identifying any strengths, gaps in knowledge, or shortfall in necessary understanding and skills.
• Formative assessment: Feedback on students' performance, designed to help them learn more effectively and find ways to maintain and improve their progress. It does not contribute to the final mark, grade or class of degree awarded to the student.
• Summative assessment: Formal assessment of students' work, contributing to the final result.

Although these describe quite different functions of assessment, in practice, any assessment task may serve more than one function. For example, the emphasis within much coursework may be formative assessment but it will generally also contribute towards a summative statement of achievement. Likewise, the results of summative assessment can be used in a formative manner to indicate to students how to improve on their current performance.

It is recognised that many different types of assessment are adopted across the University and a wide range of terms are used to label and describe these. Amidst this variety there is a need to be mindful of the associated management and administrative processes and workflows that underpin assessment delivery whilst also ensuring that policies are appropriately applied. Consistency is critical here, for example, applying reasonable adjustments and additional time to students with disabilities. As assessment terminology has proliferated this consistency has at times wavered resulting in a lack of alignment with policy. This has been problematic in some cases leading to student appeals and in turn an internal review which resulted in the development of a University eAssessment Taxonomy.

As the University has transitioned to remote online delivery of assessments this taxonomy has been reviewed and revised to reflect our changing assessment practice. It stands alongside a new policy and procedural guidelines for remote online exams and it seeks to align with terminology used in our QA processes. It also categorises our assessment approaches in an effort to support the efficient use of resources, to help with workflow design and policy alignment. The taxonomy also plays a key role in fostering consistency in the description of assessments in student facing guidance and materials and assessment experience.

The online assessment taxonomy covers both formative and summative assessment types and covers both course work and exams. It also includes in-person exams which are observational such as OSCEs which are typically marked electronically by a tutor on an iPad.

Formative Assessment

Summative Assessment: Coursework

Summative Assessment: Remote online exam

Summative Assessment: In person exam