Student's choice of assessment

Assessment, be it formative, summative or diagnostic, is at the heart of all educational endeavour yet many university teachers are not trained in assessment strategies and the underlying principles. Assessment should be fair and relevant for the targeted learning outcomes and engage the learner in a process of reflection that develops increased self-awareness. Patterns as descriptions of tested ways of action can help (university) teachers in achieving these goals, as teachers are not always trained in these specific aspects of education. In this paper we will present six patterns that take the diversity of students into account by offering choice and variety of assessment. The six patterns presented in this paper have been mined by a group of practicing educators during the first EduPLoP workshop held in March 2015 and build upon three earlier pattern sets.