The Advantages of Mixed Assessment: Combining Examinations and Coursework
Introduction
Assessment is a fundamental component of the teaching and learning process, providing feedback on students’ progress and measuring achievement of intended learning outcomes. Traditionally, examinations have been the dominant assessment method in higher education, emphasizing recall and time-bound performance (Brown & Knight, 1994). However, the growing complexity of educational goals has led institutions to adopt a mixed assessment approach, blending exams with coursework such as essays, projects, and presentations. This post discusses the major advantages of using mixed assessment, focusing on validity, inclusivity, skill development, and academic integrity.
Enhanced Validity and Reliability of Assessment
A major advantage of mixed assessment is that it improves the validity and reliability of evaluation. According to Boud and Falchikov (2007), no single assessment method can fully capture the range of competencies students must develop. Examinations may effectively measure theoretical understanding and quick reasoning, while coursework assesses higher-order skills like research, synthesis, and critical analysis (Biggs & Tang, 2011).
Combining both methods therefore ensures a more comprehensive and balanced judgment of student achievement (Brown, Race & Smith, 1996). Mixed assessment allows educators to triangulate evidence of learning, making grades more representative of actual student performance across different contexts.
Promotion of Deep and Lifelong Learning
Mixed assessment encourages deep learning, as students engage in both the immediate application of knowledge during exams and the extended investigation required in coursework (Gibbs, 1999). Coursework fosters independent research, creativity, and time management, while exams test conceptual understanding under pressure.
This dual exposure promotes lifelong learning skills—such as critical thinking, reflection, and problem-solving—that are transferable beyond the academic environment (Knight, 2002). When students know that both coursework and exams count toward their final grade, they are motivated to study consistently rather than rely on short-term memorization (Rust, 2002).
Fairness and Inclusivity in Evaluation
Students have diverse learning styles, abilities, and circumstances. Some perform better in written exams, while others excel in project-based or continuous assessment (Brown & Glasner, 1999). A mixed assessment system provides multiple pathways for success, ensuring fairer and more inclusive evaluation.
By accommodating different strengths, this approach reduces anxiety among students who struggle with time-limited exams (Race, 2007). It also supports universal design for learning (UDL) principles, which emphasize flexibility in assessment to cater to diverse learner needs (CAST, 2018). Consequently, mixed assessment promotes equity and a more holistic view of students’ capabilities.
Development of a Wider Range of Skills
Another major benefit of combining exams and coursework is the development of both cognitive and practical skills. Examinations cultivate analytical thinking, problem-solving under pressure, and memory retention, while coursework enhances communication, collaboration, and research competencies (Yorke, 2003).
This diversity of assessment methods prepares students for the multifaceted demands of professional life, where both quick decision-making and sustained project work are valued (Knight & Yorke, 2003). Employers increasingly seek graduates who can demonstrate both academic understanding and applied skills; mixed assessment supports this dual competence (Harvey, 2005).
Reduction of Academic Dishonesty
Unlike systems based solely on coursework or assignments, a mixed assessment model reduces opportunities for contract cheating and plagiarism. Since part of the grade depends on in-person or supervised examinations, students have less incentive to outsource their work (Bretag et al., 2019). The inclusion of timed exams ensures that students demonstrate personal understanding of concepts, while coursework can assess their ability to apply these concepts in real-world or research contexts (Newton, 2018).
Thus, a balanced system reinforces academic integrity while still promoting authentic learning experiences.
Continuous Feedback and Reflective Learning
Coursework components provide opportunities for formative assessment and feedback during the learning process (Nicol & Macfarlane‐Dick, 2006). This allows students to reflect on their progress and improve performance before final examinations. Conversely, examinations serve as summative assessments, giving a snapshot of what has been retained and understood.
This combination creates a feedback loop that fosters metacognitive awareness—students learn not only what they know, but how they learn (Black & Wiliam, 1998). The reflective element of coursework, in particular, cultivates autonomy and self-regulated learning habits.
Conclusion
A mixed assessment approach combining examinations and coursework offers a balanced, valid, and inclusive method for evaluating student learning. It captures both theoretical knowledge and applied competencies, promotes fairness across learning styles, reduces academic misconduct, and supports lifelong learning skills. While each method has inherent limitations, their integration compensates for individual weaknesses, resulting in a more holistic and equitable assessment system. For educational institutions committed to quality and integrity, mixed assessment represents best practice in promoting genuine, sustained learning.
References
- Biggs, J. & Tang, C. (2011). Teaching for Quality Learning at University. 4th ed. Maidenhead: Open University Press.
- Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
- Boud, D. & Falchikov, N. (2007). Rethinking Assessment in Higher Education: Learning for the Longer Term. London: Routledge.
- Bretag, T., Harper, R., Burton, M., Ellis, C., Newton, P., Rozenberg, P., Saddiqui, S. & van Haeringen, K. (2019). Contract cheating: A survey of Australian university students. Studies in Higher Education, 44(11), 1837–1856.
- Brown, G. & Glasner, A. (1999). Assessment Matters in Higher Education: Choosing and Using Diverse Approaches. Buckingham: Open University Press.
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- CAST. (2018). Universal Design for Learning Guidelines version 2.2. Wakefield, MA: CAST.
- Gibbs, G. (1999). Using assessment strategically to change the way students learn. In Brown, S. & Glasner, A. (eds.), Assessment Matters in Higher Education: Choosing and Using Diverse Approaches. Buckingham: Open University Press, pp. 41–53.
- Harvey, L. (2005). Embedding and integrating employability. New Directions for Institutional Research, 128, 13–28.
- Knight, P. (2002). Being a Teacher in Higher Education. Buckingham: Open University Press.
- Knight, P. & Yorke, M. (2003). Assessment, Learning and Employability. Maidenhead: Open University Press.
- Newton, P. (2018). How common is commercial contract cheating in higher education and is it increasing? A systematic review. Frontiers in Education, 3(67), 1–18.
- Nicol, D. & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.
- Race, P. (2007). The Lecturer’s Toolkit: A Practical Guide to Assessment, Learning and Teaching. 3rd ed. London: Routledge.
- Rust, C. (2002). The impact of assessment on student learning. Active Learning in Higher Education, 3(2), 145–158.
- Yorke, M. (2003). Formative assessment and student success. Learning and Teaching in Higher Education, 1(1), 7–32
