When considering different methods of assessment the instructor should also consider issues of frequency.
There is no ‘ideal’ assessment method and degree programmes should be reviewed according to the breadth of the portfolio in assessment methods, with variability in design providing opportunities to enhance student performance.
Oral and written forms of assessment allow for disclosure of life-skills pertinent to the world beyond academia.
Over-reliance on any one assessment form, such as end-of-term examinations, can encourage the perception that students are not in full control over their degree outcome (potentially harming student opinion toward the quality of the learning experience).
Retention of knowledge, demonstrating higher ordered thinking, should be a critical aspect of assessment choice.