On this page:

• How do you get started with test design?
• Test matrix: a tool for structure
• Formative versus summative assessment
• Assessment methods
• Quality requirements for assessments
• Partial and interim assessments

How do you start with a test design?

A good test design ensures that assessments are in line with the learning objectives of your course, and with the final qualifications of the programme, according to the principle of constructive alignment.

This principle means that learning objectives, learning activities and testing are closely aligned. It ensures that students work towards the learning objectives through the learning activities, and that the assessment measures precisely whether these learning objectives have been achieved. This enables effective evaluation of the course as a whole.

Test design: from function to form

Good test design starts by answering three central questions:

1. What is the function of the assessment?
   Is it about monitoring progress during the course (formative assessment) or assessing performance at the end of the course (summative assessment)? You can find more explanation in the Formative versus Summative assessment section.
2. What is assessed?
   Clearly formulated learning objectives are the basis for a good assessment. Learning objectives, testing and course content are inextricably linked. Use concrete, measurable verbs in your learning objectives, such as describe, explain or analyse. For tips and examples, see Formulating learning objectives.
3. How will you assess?
   The method of assessment should match the learning objectives. For more information on suitable assessment methods and how to choose them, see the section Assessment methods.

Test matrix: a tool for structure

When putting together your assessment, it may be useful to use an assessment matrix. This is a table in which you link the learning objectives to test questions and indicate the weight you give each objective in the assessment. This way, you ensure that all learning objectives are assessed in a balanced way. You can also include:

• At what cognitive level the questions are asked (e.g. if you want to avoid asking only ‘knowledge reproduction questions’).
• Which assessment method(s) you use; this may be useful if you use several assessment methods separately or combine them.

For detailed information and examples, see Appendix II of Tips for Tests

Formative versus Summative Assessment

Formative assessment

This assessment method is used to monitor the learning process and provide interim feedback. The aim is not to give a grade, but to offer students insight into their progress. Assessment methods that allow frequent and detailed feedback are most suitable. Examples are: formative assessments are practice exams, quizzes and presentations with feedback. Formative assessment can also be used to give students advance insight into what the summative (final) assessment will look like in terms of form.

Summative assessment

Summative assessments are used to evaluate student performance at the end of a course. In other words, they assess whether and to what extent the student has achieved the learning objectives. The results of these assessments count towards the final grade. For summative assessment, the assessment method(s) must allow for a valid and reliable assessment of the learning objectives. Examples include examinations, final assignments and papers.

Assessment methods

There are many different assessment methods, from multiple-choice tests to essays and presentations. Choosing the right assessment method depends on the learning objectives and the knowledge and skills you want to measure.

Many (digital) assessment methods can be used both formative and summative, but some assessment methods are more suitable for formative assessment (such as short quizzes), while others are more suitable for summative assessment (such as exams or papers).

For more information, see Assessment formats.

Quality requirements for assessments

A good assessment meets four basic principles:

• Validity: The assessment measures what it is intended to measure, is representative of what the test is intended to verify;
• Reliability: The assessment gives consistent results across different takers and assessors;
• Transparency: Students know what is expected of them.
• Usability: The assessment method suits the subject matter, the learning objectives and the practical circumstances (such as group size and available time).

It is important that your assessments respect these principles as much as possible to give a reliable picture of students' knowledge and skills. A good measurement instrument ensures that students do not fail or pass incorrectly, but also that students gain realistic insight into their learning.

Ask a colleague for feedback on your test design according to the four-eye principle.

More information on assessment quality can be found in Tips for Tests and the manual Quality Assurance of Assessment (in Dutch). And Chapter 4.2 of the Rules and Regulations of the Boards of Examiners.

Partial and interim assessments

These assessments help students monitor their progress and give you, the teacher, insight into where extra support is needed. Interim assessments have a summative character and count towards the final grade. After the first year of the bachelor and in the master programmes, interim assessments and subtests are optional. Each unit of study in the first year of the Bachelor's programmes has at least one interim assessment for the purpose of feedback and spreading the study load.

As examiner, you determine the assessment method of the partial tests and the weighting factor of each of the partial tests in the calculation of the final mark. For example, if there are good reasons why partial results cannot compensate each other, it is allowed to require that all partial tests must be completed with at least a 6.0. When using partial exams, make sure it is clear how the weighting factors work and mention them in the study guide.

Partial marks expire at the end of each academic year.

A series of language tests can be used for language teaching. These have a formative character and, unlike the mid-term assessment, do not have to count towards the final grade. If language teaching in the first bachelor year uses formative language tests, an interim assessment is not required.