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Shadrack Odero

1. Knowledge-based assessments

Oral question

Written questions

Digital assessment

2. Skill-based assessments

Observation

Project based

Portfolio of evidence

Peer assessment

3. Individual assessments

Oral questions

Written questions

Self reflection

Presentation

4. Collaborative assessments

Observation

Oral question

Written question

Group discussion

5. Workplace-based assessments

Observation

Peer assessment

Oral question

Written question

6. Classroom-based assessments

Observation

Oral question

Written question

Exit ticket

Group discussion

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Knowledge-based assessments

Quizzes

Written tests

Multiple-choice exams

Oral questioning

Exit tickets

Skill-based assessments

Practical demonstrations

Simulations

Hands-on projects

Role plays

Lab/technical exercises

Individual assessments

Individual projects

Presentations

Portfolios

Reflective journals

One-on-one oral exams

Collaborative assessments

Group discussions

Group projects

Peer assessment

Case studies (team-based)

Debates

Workplace-based assessments

On-the-job observation

Logbooks/work diaries

Supervisor reports

Task performance checklists

Apprenticeship evaluations

Classroom-based assessments

Class tests

Homework assignments

Question-and-answer sessions

Participation in activities

Short written tasks

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Exit tickets

Question-and-answer sessions

In-class quizzes/tests

Group presentations

Think–Pair–Share activities

Quick performance tasks (mini-demonstrations, role-plays)

Teacher observation (during practice or group work)

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On-the-job observation by supervisors

Competency checklists in real tasks

Logbooks or reflective journals from workplace activities

Client-based projects (serving real customers/clients)

Apprenticeship assessments (skills demonstration in the field)

360° feedback (from peers, supervisors, clients)

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Group discussions

Debates

Group projects (e.g., organizing a sports day, community campaign)

Peer teaching / peer evaluations

Problem-based learning tasks (done in groups)

Collaborative case study analysis

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Individual projects or portfolios

Written reflections/journals

Online quizzes or digital tasks

Oral presentations

One-on-one practical demonstration

Self-assessments (guided by rubrics)

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Practical demonstrations (e.g., PE drills, lab experiments)

Simulations and role-plays

Performance tasks (e.g., sports skills, tool use, presentations)

Projects (building, designing, creating)

Observation checklists (teacher assesses while learner performs)

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Quizzes / Tests (multiple choice, short answer)

Oral questioning

Concept mapping

Exit tickets (quick reflections at end of lesson)

Written assignments or essays

Case study analysis

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Classroom Based Assessments

·  Exit tickets – Students write a quick response to a prompt before leaving class.

Think-pair-share – Students discuss a question with a partner before sharing with the class.

Quizzes – Short, low-stakes tests to check comprehension.

Concept maps – Visual diagrams showing relationships between ideas.

Thumbs up/down – Quick check for understanding during a lesson.

One-minute papers – Students summarize what they learned in one minute.

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Crowdsourcing

Exit ticket

Self assessment

Peer assessment

Diagnostic assessments

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Supervisor/mentor-led assessment

Licensure assessment

Clinical assessment

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Group projects

Discussions

Peer assessments

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Projects

Examinations

Quizzes

Self assessments

Portfolios

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Practical assessments

Role play

Observations

Simulations

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Examinations

Quizzes

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Joshua Mjawasi Atira

written assessment

peer assessment

role play/simulations

E-portfolio assessment

Hands-on practical assessment

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group discussion

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written assessment

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GEORGE MACHARIA

Quizzes (short, low-stakes)

Exit tickets

Think-Pair-Share

Peer feedback

Class polls

Observations during activities

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E-portfolio assessment is a powerful and increasingly popular method of evaluating student learning. It involves students curating a digital collection of their work, which can include a wide range of artifacts like essays, projects, multimedia files (videos, audio recordings), résumés, and blog entries. This collection is not just a repository of work; it is typically accompanied by student reflections that explain the significance of each artifact, demonstrating their learning journey, growth, and mastery of skills over time.

Key Aspects of E-portfolio Assessment

Authentic and Holistic: Unlike a single exam that captures a moment in time, an e-portfolio provides a comprehensive and authentic view of a student's abilities. It can show how they apply knowledge and skills in real-world contexts and across different courses or experiences.

Process-Oriented: E-portfolios often emphasize the learning process, not just the final product. The act of selecting artifacts and writing reflections encourages students to engage in metacognition—thinking about their own thinking and learning. This fosters a deeper understanding of the material.

Student Ownership: Students have control over what they include and how they present their work. This sense of ownership and authorship can be highly motivating and empowers students to take a more active role in their own education.

Demonstrates Development: An e-portfolio can be a longitudinal record that shows how a student's skills and knowledge have evolved over a semester, a year, or even an entire program of study.

Professional and Academic Showcase: E-portfolios can be used for both academic and professional purposes. Students can share their curated portfolios with potential employers or for graduate school applications, providing concrete evidence of their competencies.

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This will highly depend on the experience the person being assessed

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Observation by supervisor/trainer

Logbooks or diaries signed by mentors

Job-shadowing reflections

Work samples submitted as evidence

On-the-job performance tasks

Apprenticeship/industrial attachment reports

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Group discussions

Buzz groups / Round table activities

Group projects or case studies

Role plays and simulations in teams

Peer teaching and peer feedback

Crowdsourcing ideas/problem-solving

Debates/panel discussions

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Individual projects

Reflective journals/learning logs

Written tests and assignments

Oral presentations

E-portfolios

Self-assessment checklists

Problem-solving exercises

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Practical demonstrations (hands-on tasks)

Simulation exercises (e.g., CNC software, lab work, role-plays)

Performance checklists (trainer observation)

Portfolios of practical work

Projects (design, build, or prototype tasks)

Laboratory/Workshop exercises

Skills competitions or timed tasks

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Quizzes (MCQs, true/false, short answer)

Written tests/exams

Oral questioning (structured/unstructured)

Case study analysis

Research papers or essays

Concept mapping/diagram drawing

Presentations/seminars

Exit tickets (short end-of-lesson responses)

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a)      Written essay test, Gamified task performance, interactive quizzes, roleplay. Case study, projects

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Projects actualization, Case study, Job task performance test, portfolios.

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Group discussion, Role play,portfolios,project based learning

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Interactive quizzes, Gamified simulation tasks performance, projects, case study

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Job task Performance, case study, role play, projects and portfolios

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Written tests, Oral presentation,Multiple-choice questions, Essay questions, Quizzes,Individual/group projects,case studies,research reports.

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Projects actualization, Case study, Job task performance

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Direct Observation of Practical Skills (DOPS).

Workplace Observation Checklists

Workplace Projects / Job Assignments

Portfolio of Evidence (PoE)

Performance Appraisal by Supervisor (Third-Party Reports)

Oral Questioning at the Workplace

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Individual Assessments Methods:Individual Projects/Portfolios, Reflective journals ,Skill demonstrations, Written reports,Self-Assessments , Interviews

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Workplace-Based Assessments Methods:On-the-Job Observation , Supervisor Feedback ,Logbooks/Work Diaries ,Competency Checklists, Work Samples/Projects

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Skill-Based Assessments Methods: Practical demonstrations, Simulation exercises, Role-Play, Product Creation, Performance tasks

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Classroom-based assessments include diagnostic assessments, which identify students' prior knowledge, formative assessments (assessment for learning), used during instruction to provide feedback and guide teaching, and summative assessments (assessment of learning), which evaluate learning at the end of a unit or course, performance-based assessments evaluating skill application, and self- and peer assessments, which promote student involvement and reflection.

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Workplace based assessments

-Mini-Clinical Evaluation Exercise (mini-CEX) for observing consultations, Direct Observation of Procedural Skills (DOPS) for practical tasks, Case-Based Discussions (CbDs) to evaluate clinical reasoning, and Multi-Source Feedback (MSF) which provides 360-degree feedback from peers and colleagues, reviewing Portfolios and Quality Improvement Projects (QIAs) to document learning and professional development.

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Collaborative assessments

-Group projects, peer assessment, collaborative exams, problem-based learning (PBL), case studies, simulations, think-pair-share, jigsaw activities, and guided design

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Individual assessments

-Diagnostic (identifies pre-existing knowledge), Formative (monitors learning and provides feedback during instruction), Summative (evaluates learning at the end of a period), Norm-Referenced (compares performance to a larger group), Criterion-Referenced (measures performance against a set standard), and Ipsative (measures individual progress over time).

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Skill based assessments

-hard skills assessments, work sample tests, situational judgment tests, assessments centers, portfolios, and self-assessments, 360 degree feedback, portifolios, role play.

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Knowledge based assessments

Multiple-Choice Questions (MCQs), Short-Answer Questions, Essay Questions, Case Studies, Projects, and Portfolios.