At the heart of designing or choosing assessment tasks for our unit is remembering that in addition to promoting student learning, their purpose is to provide opportunities for students to demonstrate how well they have achieved, or are progressing towards achieving the intended learning outcomes of the unit.
Decisions about the sort of task to use, and the criteria to use to measure student achievement are interrelated. Therefore, you may find that defining criteria to measure ILOs comes first, and task design comes second, vice versa, or that the process is a cyclical one with each influencing and leading to modifications of the other.
When choosing the best assessment task(s) for your unit, evaluate their suitability against the following criteria (as outlined by Boud, 1998). These same criteria should be used to guide design or modification decisions.
|The task is authentic and set in a realistic context (i.e., oriented towards the world external to the course itself)|
|2.||They are worthwhile learning activities in their own right. (i.e., each separate act of assessment can be credibly regarded as a worthwhile contribution to learning)|
|3.||The assessments permit a holistic rather than a fragmented approach|
|4.||The tasks are not repetitive for either student or assessor - they should work as a productive use of time for all those involved. (There are some limited situations in which practice, which might appear to be repetitive, can be justified.)|
|5.||The assessment prompts student self-assessment. (i.e., the range of assessment tasks leaves students better equipped to engage in their own self assessment now and in the future. They shift the emphasis from students looking to teaching staff for judgements to looking to themselves and the nature of the task.)|
|6.||The tasks are sufficiently flexible for students to tailor them to their own needs and interests|
|7.||The assessment is not likely to be interpreted by students in a way fundamentally different to that of the designer|
|8.||The task does not make assumptions about the subject matter or the learner which are differentially perceived by different groups of students, and which are irrelevant to the task (e.g., use of unnecessarily gender-specific examples, assumptions about characteristics, references relevant to upbringing in a particular country or state).|
The Course and Unit Builder Assessment scheduler provides suggestions of potential assessment methods appropriate to a unit’s Intended Learning Outcomes, Professional competencies and standards, and Graduate themes and skills.
Maintaining Integrity of Assessment
The University's Statement on Academic Integrity notes that "Academic integrity is an ideal that underpins the quality of every aspect of academic work."
The University's approach to upholding the integrity of assessment comprises:
- Education of students
- Positive student relations
- Detection and referral of potential breaches of academic integrity
- Planning and scheduling of assessment.
The Academic Integrity page has more information and access to documents, resources and toolkits for staff.
There are a number of steps that can be taken to enhance integrity of the assessment task, and the page Minimising Plagiarism and Cheating has more information about this aspect of assessment design.
Examples of Assessment Tasks
These examples are provided to give you some ideas about different approaches that can be used for assessment at UTAS.
Report writing with feedback
|First Year||Biology||First half of semester|
Instructions to students: Students are provided with a step-by-step description of the process and access to the feedback sheet and the assessment rubric for the final report.
Criteria & Task Length: Information about the assessment criteria and standards descriptors would need to be provided to students, and would mirror the core elements covered in the feedback sheet (e.g., style of writing, methods and results, discussion).
More information about this example assessment can be found on the bioassess website. This website, from 2009, contains a collection of assessment initiatives in the Biological Sciences.
|First/Second Year||Paramedicine||Exam period after semester end|
Instructions to students: Stut.
Criteria & Task Length: Information .
|Second/Third Year||Agricultural Science||During Semester (Early)|
Instructions to students: Write a research brief on an agricultural problem of your choosing. The research brief will use information from detailed research reports or journal articles (that you will find and select yourself), and present this in a more concise form, suitable for readers outside of academia (e.g., the general public, farmers, other agricultural professionals).
You will need to gain approval for your research brief topic by Wednesday, Week 2. Please email the topic, and the full references of at least three journal articles that you will likely refer to when developing the brief, to the Unit Coordinator. You will receive confirmation, or a proposed alternative topic, via return email.
The final brief is due at 2pm on Monday, Week 4, to be submitted in the Research Brief MyLO Dropbox Folder.
** Students are also provided with example research briefs (e.g., Discovering the fuels of the future).
Criteria & Task Length: Information about the assessment criteria and standards descriptors would need to be provided to students. The report brief would be approximately 800 - 1000 words, and may contain diagrams or charts.
Letter of Advice & Oral Advocacy
|Fourth/Fifth Year||Law||Week Three (+ weeks 6, 9, & 12)|
Instructions to students: The facts, instructions, and assessment rubric are available to view on this Letter of Advice and Oral Advocacy .pdf.
Criteria & Task Length:
- Explain how courts contribute to civil dispute resolution
- Advise a client about the options available to them within the civil justice and dispute resolution landscape
- Apply professional and ethical considerations
- Demonstrate respect and observance of legal formalities, etiquette, style, and presentation
- Communicate clearly, within word or time limits, and respond to the needs of the audience
These criteria provide a measure of the following Intended Learning Outcomes:
ILO1 Contextualise the role of courts that deal with civil disputes (criteria a, b, d, e)
ILO3 Apply principles of lawyers' professional responsibilities and legal ethics in the context of civil litigation and dispute resolution (criterion c)
ILO4 Collaborate effectively (embedded in quality of work)
Task Length: Letter 500 word maximum; Oral Justification 10 minute maximum + 5 minutes for questions.
|Postgraduate||University Learning and Teaching||During semester, submission at end|
Instructions to students: Throughout this semester you will be provided with opportunities to demonstrate progress towards and achievement of each of the three ILOs for this unit. In the final week of the semester you will present an ePortfolio of work that you feel best demonstrates your achievement of these learning outcomes. In addition to the activities that you complete as part of this unit, you may wish to include work from your current practice, or anywhere else. Your achievement of the ILOs will be evaluated using the provided rubric, and you are encouraged to make reference to its elements (criteria and performance standards) throughout your portfolio, as relevant. The work presented in the portfolio can include any media type, and should include personal reflections. Where relevant, you may wish to cite literature, guidelines, quality standards etc.
During the semester you will have opportunities (in the form of the weekly learning activities) to seek and provide feedback from your peers on your developing ePortfolio.
Criteria & Task Length:
- Explain how and why specified technologies are or could be used by you in your teaching (15%)
- Design learning activities and assessments that enact principles of good technology-enhanced teaching and learning practice (30%)
- Explain how a teacher could maximise the potential benefits of using the technology (15%)
- Reflect on how technology-enhanced learning and teaching principles have affected your teaching philosophy and practice (40%)
These criteria provide a measure of the following Intended Learning Outcomes:ILO1 Select technologies appropriate for your teaching context(s), and justify their use (criterion a)
ILO2 Design learning activities and assessments that utilise online technologies to enhance student learning and experiences (criterion b)
ILO3 Critically reflect on your role as a teacher in online environments (criteria c, d)
The ePortfolio can contain a range of media types and styles, equivalent to a maximum of 3000 words.
Boud, D. (1998, November). Assessment and learning– unlearning bad habits of assessment. Presentation to the Effective Assessment at University Conference, University of Queensland. Retrieved from http://damianeducationresearchlinks.wikispaces.com/file/view/unlearningassessment_Boud.pdf
Desktop Guides with step-by-step instructions for the set-up and use of a number of tools in MyLO for assessment purposes can be found by searching in the MyLO Staff Guides - try searching using the key word 'assessment' or other related terms.