Student assessment in the blended learning course

Biggs et al. [1] and Bloom et al. [2] convince their readers that the assessments and learning activities must be aligned with the unit learning outcomes. A time-consuming student assessment known in the traditional classroom teaching can be replaced with the formative assessment and summative grading using i.e. oral examination, presentation of assignment in report individually. The consequences of the wrong assessment are the student threshold and low motivation of students to continue within the educational program. Assessment of learners during the course requires carefully planning and consideration.  Gikandi (2010) as referred to in Baleni (2015) identified ten principles that underpin the design of such assessment. We should be asking ourselves in our courses if the principles of our assessment activities are aligning. Assessment activities need to (Gikandi 2010, in Baleni 2015:  230): be authentic by being relevant and meaningful to the learner real life situatio