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No but would Raymond Bush SMART Board interactive whiteboard is an interactive whiteboard developed by SMART Technologies. With the use of touch-screen technology, this large interactive whiteboard is commonly applied in teaching such as group meetings, web conferencing or presentations. SMART Board consists of the interactive whiteboard, a computer, a projector and whiteboard software. The components are connected wirelessly or via USB or serial cables. The interactive nature of the SMART Board provides many practical uses for education. For example, teachers can present their teaching materials in interactive text, image, audio and video file.

http://smarttech.com/smartboard

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No but would Raymond Bush
WebCT or Blackboard Learning System is a web-based learning system platform, which integrates a set of useful information tools into a course management system, which allows the introduction of online elements to courses in addition to the traditionally face-to-face delivered classes, making completely online courses with no face-to- face meeting possible. Convenient surveytools are available for the purpose of student assessments and teaching evaluation.

http://www.blackboard.com/Teaching-Learning/Learn-Platform.aspx

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No but would  Raymond Bush
Moodle is another web-based learning system platform that allows learning activities to be take place online. Activities modules such as forums, databases and wikis allow teachers and student to build a collaborative learning community in relation to the subject. Teachers can create online quizzes, which can be marked automatically; students' marks can be recorded in the database. Advanced options such as tracking students' number of attempts, attempting time and results, and also analysis tools for quiz items are available. Moodle also allows online submission of assignments by students, with tracking of submission time available. Teachers can grade and give feedback to students' assignment through the Moodle system.

http://docs.moodle.org/en/About_Moodle

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No and never Raymond Bush
Respondus LockDown Browser allows administrators to lock down the web pages that can be navigated and accessed through the learning system such as WebCT and Moddle. Once an assessment process is started with the system, students are locked into it and are unable to print, copy, view another URL, or access other information until they submitted their work.

http://www.respondus.com/products/lockdown.shtml

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No
Not assessing at all
-Learning should always be evaluated in some way.
-Preferably there could be multiple ways of evaluating learning.

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Yes:
Ask students to reflect

-Last 5 minutes of the leassons can be used to reflect on the lesson
- Also students can write down what they have learned
Quizzes
-I have used this before lesson to test on the previous knowledge. Why not to use this after the lesson to test how much students remember of what they have just learned.
An essay/learning journal
-Creating your own text is effective way of learning. You have to search for material, make decisions what to include and what not to include. You have to reflect on the material and argue your case. Good old fashioned way of learning!

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1.     Disputation – A form of organized argument in which there is an opponent and a respondent. One has to prove his intellectual prowess in the presence of dignitaries of the university, the church, and the town etc. Advanced University degrees nowadays come in the form of disputations.

2.     Trial lecture – Can come in two ways. Either the candidate (or student) is given the topic of the trial lecture some days before it is scheduled to take place or the candidate to be assessed specifies the topic for the trial lecture. The topic can have a direct connection to the expertise of the person to be assessed or the topic may be imposed.

3.     Peer assessment – peer assessment is a type of collaborative learning technique where students evaluate the work of their peers and have their own evaluated by peers. This dimension of assessment is significantly grounded in theoretical approaches to active learning and adult learning. Peer assessment gives learners ownership of learning and focuses on the process of learning as students are able to share with one another the experiences that they have undertaken.

NO

1.     Assessing food liking or food tasting (for example, rice) – The sensory properties of cooked rice are measured by the taste of individuals or a panel. The methods commonly used are the preference test, ranking test in the Philippines, and descriptive test.

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YES                                                        a) Peer assessment                          b) Exit tickets                                      c) Group discussion  

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YES                                                        a) Peer assessment                          b) Exit tickets                                      c) Group discussion  

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NO
Flashcards

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1. Oral assessment is a direct means of assessing students’ learning outcomes by questioning them. Unlike interviews which usually have a structured question list, oral assessment does not usually have a structured list of questions; assessors ask questions and request responses depending on the circumstances. I would like to use it someday as it avoids plagiarism or false reports, examiner receives immediate reactions and responses, and it complements perfectly with practical assessments.
2. Open-book Examination: Students are allowed to bring their textbooks, notes or other reference materials into the examination situations unlike traditional exams. Formats: Students allowed to bring and to access to resources and references during an examination. Prior access to the examination questions as well as utilize their prepared resources in the examination. Take-home exam where questions can be essay questions, short answer questions and multiple choice questions, and student return answers on a specified date with getting help.
3.  Reflective Journal
It is a means of recording ideas, personal thoughts and experiences, as well as reflections and insights a student have in the learning process of a course. Help students to think more deeply, to challenge their old ideas with new incoming information, to synthesize the course materials they have learnt into their personal thoughts and philosophy, and to integrate it into their daily experiences and future actions.

NO:

Objective Structured Clinical Examination (introduced by Harden et al 1975):  It consists of a series of stations that examines the competency of students in taking histories, practicing specific clinical tasks, and interpreting some clinical data. Competency assessed using two methods: practically based (perform some tasks based on specific instructions) and thereafter question-based assessment (students answer questions on their findings at the previous station and interpret these findings). Students are assessed by examiners through a previously-determined, objective marking scheme. I think it lacks creativity!!!!  In addition, it is probably more suitable for natural science students than economic/social science students.

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Oral assessment--where students are asked by the teacher to reflect upon issues about any subject matter.
Open book assessment--common in law schools, whereby students could use any book that they think important during the exam.
Case study--interesting assessment method which enhances students logical and problem solving skills.

NO

True and false assessment--only important for lower level of understanding.

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1. Essay
An Essay is an assessment question that requires an answer in a sentence, paragraph, or short composition. Essay assessments are usually classified as subjective assessments as there are normally a variety of responses. Essays have the ability to assess all levels of learning objectives. It encourages original and creative thinking.

2. Portfolio
A portfolio is a collection of student’s work which gives evidence to show how the student can meet the specified learning outcomes. A typical portfolio consists of work selected by the student, reasons for selecting these works and self-reflection on the learning process.

3. Presentation is the process of showing and explaining the content of a topic to an audience or a group of audiences. It is often used to assess student learning in individual or group research projects. In recent times, presentation is no longer just about oral presentation but also visuals.

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Multiple Choice Questions (MCQs)

Adding to what my colleagues have said, I wouldn't use this method because It is normally used for assessing knowledge only and students memorize the theory, but they are not asked for the explanation and reflection. Guessing is a possibility and oral or written skills can’t be evaluated.

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I cannot choose absolute no. I would avoid of using just one assessment method.

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1. Escape room
Student are problem-solving together (communications, teamwork, knowledge). For example history exam in primary school or collaboration in Patient Care.

2. Oral assessment
Assessor makes questions. Deep discussion rather than learning word by word (working skill) + more options for students with learning disability -  dyslexia (?)

3. Online pair discussion
Pair choose a topic, creates question where they start to look answer. Process writing - dialog - deep learning.

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1. Debate: A debate involves students in researching and analyzing a controversial topic based on a stance which will lead to a series of oral presentation of standpoints and arguments ('The affirmative team') by the two opposite teams, a team stands against the debate topic ('The negative team'), and a group of audiences.
2. Gobbet: A gobbet can often be a passage of literature, an image, a cartoon, a photograph, a map or an artefact which provides a context for analysis, translation or discussion in an assessment. Advantages of a gobbet are short to answer but at the same time, it can assess many levels of learning outcomes similar to an essay. Gobbet is suitable to be given as an in-class assignment.

3. Peer Assessment:  is an assessment which allows students to assess each other's performance. It can be extremely valuable in helping students to learn from each other by listening, analyzing and problem-solving. It gives students the opportunity to encounter diversity in different ways, critique and judge and ultimately, students learn how to be responsible for their own learning.

NO. Humberto
1. Multiple Choice Questions (MCQs). MCQs are typically used for assessing knowledge only, students may often memorize MCQs with rote learning. If assessors wish to use MCQs to assess deeper learning, careful attention (and many practices) on appropriate questions are required. MCQs cannot test oral or written skills, it can test only the theories.

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Multiple Choice Questions (MCQs)

In this method students select one or more answer choices from the list. It is a fast but only quantitative assessment method.

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1. Authentic assessment

Students show their competence in authentic situations (environment and tasks). This method is based on the purpose of the work and it should guide the assessment. It can contain self-assessment and reflection. Typical types of authentic assessment are portfolios, role plays and performance of skills.

2. Open-ended questions assessment

In this method students can form their answers according their own views and answer with their own words. They don't have to choose from "ready" answers. This method reveals the thinking and understanding of a student.

3. Peer-assessment

In this method students evaluate their peers’ work and the peers evaluate their work as well. The assessment can be either a set criteria about things to evaluate made by a teacher or a totally free assessment without any set criteria.

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Yes

-Classroom response system: is a set of hardware and software that facilitates teaching activities such as designing multi choices questions, answering to the questions by students, collecting the responses and make diagram and discussing the answers. It is useful in the large size classrooms in case of engaging all students during the class, facilitating the immediate understanding level of students, creating safe space for shy and unsure students to participate and keep the attraction of students to the content.

-Essay plane: Instead of writing a full essay, students produce an essay plan to demonstrate their preparation, planning, and reading on a set or agreed topic. Useful for formative, self- and peer-assessment. A type of assessment could be written.

-Media profile: Students are asked to use pictures or headlines from newspapers and magazines to illustrate the public perception/profile of a particular aspect of the subject area; useful as a group work exercise. Type of assessment could be  Practical / Written / Oral / Performance / Problem-based

NO

-Viva voce: Often used for assessing ‘borderline’ degree classifications but also useful to explore students’ understanding of a wide range of topics. Depending on class size, however, they can be time-consuming for staff. Assessment is oral

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1. Concept map
The students need to do a concept map from a taught topic and that's evaluated by the teacher. This is a way of showing deep understanding and how concepts are related to each other.

2. Growth porfolio
A collection of selected assignments where the development can be seen to show growth or change over time. This is a good method for self-evaluation and to indentify strengths and weaknesses.

3. Self-assesment
Self-assesment  is very good for deep learning, making goals and taking responsibility of learning.

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Group evaluation
In this evaluation method the student evaluates other group members' learning. I think this could be a bit risky. The students may not be mature/skilled enough to do it well. And as an only assesment method it wouldn't be fair for the students. This is not an absolut no. It could work out well as an learning experience well prepared and well directed with a certain group.

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NO:
Peer assessment as the only assessment

It is a collaborative learning technique, students evaluate their peers' work and have their work evaluated by peers.

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SI:

1.       Portfolio

It is a purposeful collection of student work that exhibits the student´s efforts, progress and achievements in one or more areas. The collection must include student participation in selecting contents, the criteria for selection, the criteria for judging merit and evidence of student self-reflection.

2.       Essay

An Essay is an assessment question that requires an answer in a sentence, paragraph, or short composition. Essay assessments are usually classified as subjective assessments as there are normally a variety of responses.

3.       Self-assessment

It involves students in evaluating their own work and learning progress. This process helps students stay involved and motivated and encourages self-reflection and responsibility for their learning.

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Multiple choice question (MCQ)

It is an objective assessment method where the students are asked to choose one (or more)answer(s) from a limited list of choices.

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1. Portfolio

It is a collection of student's work that demonstrates for example the procession of a certain project or the overall progress and growth of the student over a period of time.

2. Presentation

Presentation is the process of showing and explaining something to an audience. As an assessment method it is quite convertible and versatile, and itcan include oral presentation, many different types of visuals, peer and tutor assessment, question and answer session etc.

3. Feedback & feedforward

With this assessment method the teacher gives feedback to the student based on his/her performance on the course/project/lesson, and then provides him/her with constructive guidance on how to improve. Feedback & feedforward can be formal or informal and it can be given face to face or in writing.

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It is hard to choose an absolute no, but I would never use peer assessment as the only assessment method due to the risks, ie. peer pressure and lack of using the actual criteria.

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1. Portfolio
A  purposefully selected section of student work, preferably with self-reflection and self-assessment by the student.

2. Self-assessment
The self-assessment process helps students stay involved and motivated and encourages self-reflection and taking responsibility for their learning.

3. Debate
A debate with related written assignments is a versatile tool for both learning and assessment.

http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
https://teachingcommons.stanford.edu/resources/teaching/evaluating-students/assessing-student-learning/student-self-assessment
https://www.academia.edu/2712164/The_How_and_Why_of_Debates_in_Teaching_and_Assessment

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-       Oral assessment

Assessment can be exclusively oral, or, as is frequently the case, can be combined with other modes of communication, depending on the nature of the assessment task.  It may involve an assessor or assessors posing questions orally, with varying degrees of spoken interaction as the assessment proceeds. Time-consuming and fairness are the difficulties of this method, and especially for international students or students with certain impairments, this assessment method may present significant difficulties.

https://ar.cetl.hku.hk/assessment_method.htm

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1.     Case study.

It is an illustration of events in real socioeconomic phenomena data and the correlation between variables. The purpose of the case study is to answer “why” and “how” questions, not “what should be” questions. It requires holistic. A case study is a research method that uses historical data, archival materials, interviews, observations, etc. to collect data, and uses reliable techniques to analyze an event to arrive at a general conclusion.

2.     Objective structured clinical examination

Objective structured clinical examination is an objective clinical ability test mode. It can objectively evaluate the clinical skills and clinical decision-making ability of medical students. it is a good method to test the clinical ability of students.

3.     Practical experiments

It is a method for carrying out a planned practice according to a certain theory or hypothesis based on a certain problem, so as to obtain a certain scientific basis.  The general practice is that the researcher proposes a tentative hypothesis of causality in advance, and then tests it through experimental operations.

https://ar.cetl.hku.hk/assessment_method.htm

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2. The method that I propably will never use

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2. The method that I propably will never use

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1. The three methods that I am willing to use one day

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1. The three methods that I am willing to use one day