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In the higher education system cognitive knowledge (see Bloom's taxonomy) is estimated most often, and written assessments (in paper or electronic form) are the most suitable method for that, which is why they are also the most often used method in all parts of the world. Written knowledge assessment without the use of IT is almost inconceivable in the developed countries nowadays.
Depending on the purpose, the consequences of written knowledge testing can be more or less serious. For example, a student's future depends directly on the outcome of a final or entrance exam, while written self-assessment has the educational task of improving the student's memory and giving them feedback. Considering the consequences, written knowledge assessment can be divided into the following categories:
1) exam = final summative assessment in order to acquire proof of the actual level and quality of knowledge, skills and attitudes
2) quiz = self-assessment, formative assessment the goal of which is to provide the student with feedback about the actual level of their knowledge
3) survey = diagnostic assessment of knowledge, skills and attitudes of a whole group of students, the goals of which is to establish the degree to which it is synchronised with the set instructional goals
4) test = diagnostic assessment of knowledge in order to inform the students and the professors about the level and quality of knowledge they have reached, which helps the students realize what the instructional goals are (a test assesses knowledge of a smaller range that an exam; tests are used especially for mid-term examination) (see What, when, how and why assess?)
The level of motivation of the students to pass an exam and/or to cheat will change depending on the category (consequence). Those are important elements when selecting the system which you will use for written knowledge assessment. The way an exam is published and security are two top discussion topics nowadays related to the use of computers in knowledge assessment. For example, excessive use of sophisticated technology only for those knowledge assessment technologies without greater consequences (of a lower motivation level) can result in unnecessary expenses and waste of time. On the other hand, insufficient use of new technologies for final and entrance exams will also result in unnecessary waste of time, lack of trust and suspicion regarding the validity of the exam (see the Selection of Tools).
Different types of questions can be used for written knowledge assessment (Table 1). Selection of the type of questions depends primarily on educational goals, the purpose of assessment and the number of students. Although there are no strict boundaries, some question types are more suitable for assessment of lower levels of knowledge, and some for assessment of higher cognitive levels (see Bloom's taxonomy).
Bibliography
1. Anić B. Rječnik hrvatskog jezika. Novi liber, Zagreb 2000.
2. Norman G.R. Van der Vleuten C.P.M. Newble DJ. (editor). International Habdbook of Research in Medical Education. Dordrecht: Klouwer Academic Publishers, 2002
3. Jakšić Ž, Pokrajac N, Šmalcelj A. Vrcić-Keglević M (editor) Umijeće medicinske nastave. Zagreb Medical Faculty, 2002 (2nd edition)
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