Blended courses need to consider not only what kind of assessment will take place, but also how much assessment will be online and how much will be in a F2F context. In other words, will there be a balance between the two contexts or will one weigh more heavily than the other and if so, which assessment tasks will bear more weight?
Depending on the course subject and the time dedicated to both teaching contexts (i.e. online and F2F), assessment tasks may include multiple choice, essay type assignments, in-class discussions and presentations as well as a reflection log. I think it is important to also have a balanced assessment plan with both F2F assessment (which may hopefully avoid online cheating issues) but also assignments with the use of technology, thus making good use of students already using digital technology to access the course. An example could be creating a video or other multi-media products and then uploading to the student’s or class blog, or if being used, the course LMS.
As in courses held F2F, there should also be an inclusion of formal and informal assessment. If, on the one hand, formal assessment gives both the instructor and students, feedback on their progress in terms of mastering content (e.g. a mid-term or final exam), informal assessment gives students the chance for them to test their own knowledge.
Equally important is how the assessment tasks will be evaluated. Once established what the students need to be assessed on and how (i.e. online or in the F2F context), and after the assessment tool and task has been designed, then it is time to consider the assessment criteria, in terms of how the student met the learning outcomes. Both quantitative and qualitative rubrics may be considered and these should be available to students before the assessments, very much like in other courses, whether F2F or online.