Now that you have your learning objectives in place, the real work of assessment begins.
The latin room of assessment is assidere, meaning "to sit beside". In that light, assessment isn't just the measuring of student progress through a course but the purposeful observation of student learning alongside them.
Therefore we, as instructors, should craft our assessments to be both an accurate measurement of student mastery over a subject but also an agent for students to be able to express their newfound knowledge.
Broadly speaking, assessments can be broken down into one of two categories: formative and summative.
Formative Assessments are low stakes, low-grade opportunities for students to demonstrate comprehension and understanding of subject matter. These occur frequently - often as "knowledge checks" - to ensure that students are understanding the material and able to recall specific key points.
Summative Assessments are high-stakes, rigorously graded opportunities for students to comprehensively demonstrate mastery over the subject matter. Traditionally these were most often encapsulated in Midterms and Finals.
So What makes for a good assessment?
While a genuine question, the answer largely depends on the content and scope of a course! There are no hard rules for what types of content constitute a formative vs. summative assessment. Despite being a low-stakes activity, multiple choice and fill-in-the-blank questions can be incorporated into summative assessments in meaningful ways. It is recommended that your summative assessments should, by and large, activated Higher Order Thinking Skills (HOTS) aligned with higher echelons of Bloom's Taxonomy.
Examples:
Presentation on a topic
A structured essay or long-form content arguing a point using evidence-based approaches
Demonstration of best practices in the field of study e.g. "Conduct a lab experiment and provide follow-up documentation evaluating the results of the experiment"
You should encompass more than one of your course-wide learning objectives