A few thoughts. I would imagine good principles of assessment apply to all teaching strategies. Here is a nice start: https://goo.gl/TBKCmH It does start with your learning goals and what you wish students to understand or do after a video.  I am a big fan of authentic, meaningful assessment.  And if I were assessing after videos, I would focus on more formative assessment tools.

Thanks Robin!

Not necessarily a strategy, but I published an article on using two tools I (I have done so in flipped classes, too) at the 2015 Society for Information Technology in Education Conference expanding upon their usage:

I've embedded a link to the paper's abstract and if you're interested from reading that, email me and I can provide you a PDF of it.

Conference Paper Enhancing Assessment Practices in History Education with Technology

Hi Kevin,

Thank you! May I please have access to the full text?

Best,

Nirusha

A flipped classroom is a student-centred teaching, therefore I believe it should take on a student-centred assessment. For instance, your assessment should focus on learning and not so much on marks and grades. While the students are enjoying themselves in the learning activities of the flipped classroom, they are assessed for their contributions in the group work, oral presentation of the group consensus, individual reflection of learning from the activities, and peer feedback within and outside the group. These forms of assessment support learning. Depending on the design of the flipped classroom, it may lead to a major group project as a form of assessment. In my opinion, try to move away from the usual tests and quizzes which may be a mismatch in this form of teaching.

Chan    

A nice idea might be to flip the assessment, ask students to predict test results and submit them against the result they eventually get, I think this would be particularly useful in formative assessment, helping them to evaluate their goals and think clearly about the improvements they could make using the feedback they receive. 

One simple technique: provide the students with a brief set of questions or other response stimulators to use while they are exploring the course material on their own. Ask them to write brief answers that they bring with them to the next class. Use those responses in class discussion--for example, by asking random students to read one of their answers, in order to get discussion about that topic started.  Always include a chance for students to make a list of the things they could not figure out on their own, or things that they object to (if the out of class work involves areas of potential controversy).  If you have trouble getting students to take this seriously every time, you can refuse entry into the class for any student who is not prepared with a bona fide attempt to deal with the study items in a significant way.

Take a look at  these key words: 'formative' and 'summative assessments' First define them and that should answer your question.

Flip classroom is just converting what we do a traditional classroom teacher does into electronic form. See also 'Introduction to Assessment. Flip classroom assessment are additional instructional tools/ideas that act as a vehicle to make our work as teachers/instructors/lecturers effective, efficient and maximize our time and energy.

http://www.achievementnetwork.org/anetblog/flipping

I used the strategies of Good, T. L., & Brophy, J. E. (1970). Analyzing classroom interaction to study classroom transactional analysis. (Who initiated the stimulus? Who  initiated the response? 

Wouldnt the assessment methodologies be driven by the learning outcomes you have for the session(s)?  The use of what is now termed the flipped classroom emphasises the responsibility on the student to prepare for the group learning/ teaching event, and as a consequence the approach itself needs to be congruent with the intended outcomes.