Choosing assessment tasks
Assessment is a fundamental element of student learning and allows you to evaluate student achievement of the learning outcomes for your unit (and/or the course). Before choosing assessment tasks it is important to first plan out your assessment regime. This will help you decide on the best assessment method.
This resource outlines the common assessment typology used at Monash including assessment types, assessment activities and assessment conditions.
Assessment typology
A common assessment typology is a structured framework or classification system used to group different types of assessments based on shared characteristics. It provides a way to categorise assessments to help educators and program designers understand the nature and purpose of various tasks.
We adopt a common assessment typology to better:
Communicate clear descriptions of assessment tasks and requirements to students.
- Transparency: Helps students understand exactly what is expected of them (e.g., whether the task is reflective, research-based, or practical).
- Alignment with learning outcomes: Demonstrates the relationship between tasks and learning goals, making assessments more meaningful.
- Standardised language: Using consistent terms across units avoids confusion and ensures that expectations are clear, especially in multi-disciplinary or large programs.
Administrate using an agreed nomenclature to ensure consistency across Monash systems.
- Consistency across platforms: Facilitates seamless use of learning management systems (LMS), student information systems, and course guides by aligning task types with system fields and codes.
- Streamlined workflows: Ensures assessments are easily categorised, reducing administrative errors in communication and data entry.
- Cross-unit alignment: Supports faculty-wide or institutional initiatives by making it easier to compare assessment types between units or programs.
Evaluate range and variety of assessment across units and programs.
- Balanced assessment regimes: Identifies gaps (e.g., overuse of exams or lack of reflective tasks) to encourage diverse assessments that target different learning styles and cognitive levels.
- Relationships between assessments: Reveals connections across programs (e.g., formative tasks building towards capstone projects), supporting scaffolding of skills and knowledge.
- Risk management: Identifies potential risks like over-reliance on a single assessment type, which can affect student outcomes and engagement, or issues with academic integrity in certain task types (e.g., exams vs. group projects).
Report consistent and meaningful data across units, programs, faculties, and the university
- Longitudinal tracking: Enables reporting on trends in assessment types over time (e.g., shift towards more authentic or online assessments).
- Program and faculty benchmarking: Facilitates comparisons across faculties to ensure alignment with academic policies and institutional goals.
- Data-driven decision-making: Supports improvements to assessment policies by providing actionable insights into areas like workload, student performance, and engagement with different types of tasks.
A common assessment typology is a powerful tool for ensuring that assessment practices are transparent, consistent, and strategically aligned.
Assessment types
The classification of assessment tasks based on the nature of the output or format required from students. Each category emphasises a distinct way of demonstrating knowledge, skills, or competencies. For Monash system purposes, these categories are captured in the Courseloop Assessment Type field to allow oversight and reporting of assessment at Monash. These assessment types will be listed in both Handbook and Moodle to ensure consistent communication about assessment.
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Assessment type categories
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A tangible product or item created by the student to demonstrate understanding or mastery of concepts or skills. Artefacts can include models, lesson plans, prototypes, artworks, or digital creations, typically applied learning in practical or creative fields.
Example activities
Assessment activity Description CAD Computer-Aided Design tasks that involve using CAD software to create precise 2D or 3D models for engineering, architecture, or design applications, demonstrating technical skills and spatial awareness. Care plan A structured document outlining patient care goals, interventions, and evaluations, showcasing the student's clinical knowledge, patient assessment skills, and ability to create individualised care strategies. Chemical model A representation, either physical or digital, illustrating molecular structures or chemical processes to demonstrate an understanding of chemical composition, bonding, and reactions. Composition The creation or arrangement of a piece of music. A composition task may be a response to particular stimuli, a demonstration of a particular style or genre, a composition for a particular occasion, pieces for combinations of instruments and/or voices, or compositions generated by contemporary technologies. Computer code or software A programming task where students develop code or software to solve problems, create tools, or simulate processes, showcasing programming skills, logical thinking, and problem-solving. Digital content Multimedia projects, like images, videos, or animations, created using digital tools to communicate ideas, information, or stories, reflecting technical and creative skills. Documentary A video production documenting real-world events or issues, requiring students to research, organise content, and present an informative and engaging narrative. Drawing A visual art task involving sketches, technical drawings, or illustrations to represent concepts or ideas, testing students' technical skill and visual communication. File submission An assessment where students submit completed work, such as documents or digital files, demonstrating organisational skills and adherence to guidelines. Infographic A visual representation combining data and graphics to convey information clearly and concisely, emphasising design skills and data literacy. Learning plan A structured plan that outlines educational goals, learning activities, and assessments, showing an understanding of curriculum design and instructional strategies. Multimedia journal An interactive journal combining text, images, videos, or other media to reflect on personal or academic experiences, enhancing reflective and creative expression. Musical score A written composition of music, demonstrating knowledge of musical notation, structure, and creative expression. Musical work A recorded performance or composition that showcases a student’s musical skill, creativity, and interpretation of musical concepts. Podcast An audio recording where students discuss, narrate, or analyse topics, honing their communication, storytelling, and audio editing skills. Poster A synthesis of the outcomes of research or learning into a self-explanatory visual presentation. Slide deck A sequence of slides created to support a presentation, focusing on clear, concise information display and visual impact. Video essay A video-based critical analysis on a topic, demonstrating research, visual storytelling, and persuasive argumentation. Visual journal A journal using sketches, images, or mixed media to reflect on concepts or experiences, emphasising personal reflection and visual expression. Video Journalism A video report on a current issue or event, emphasising investigative skills, journalistic integrity, and effective storytelling. Website A digital portfolio or informational site created to present ideas or projects, showcasing web design, technical skills, and user experience awareness. -
A task where students demonstrate their ability to perform a specific skill or apply knowledge in a practical/real-world context. Demonstrations assess practical competency and proficiency, often included through the interaction between student and other students, or with educators.
Example activities
Assessment activity Description Clinical skills Practical assessments where students demonstrate specific clinical techniques, highlighting competency in patient care and medical procedures. Discussion A group activity where students engage in dialogue to analyse and debate topics, developing communication, reasoning, and collaborative skills. Experiment A hands-on task where students make a discovery, test a hypothesis, or test a known fact, demonstrating understanding of scientific methodology and analytical skills. Fieldwork skills Practical assessments where students apply disciplinary-specific fieldwork techniques, highlighting competency in gathering and analysing data and evidence. Interactive Oral Assessment (IOA) A two-way conversation between educator and student, or group of students, using a prompt (including, but not limited to, a professional scenario, case study, problem or artefact) to stimulate discussion, facilitating the exploration of a student’s deep and higher-order understanding of a topic or process. Interview An assessment where students conduct or participate in an interview, emphasising communication, active listening, and information-gathering skills. In-Workshop A practical activity performed during a workshop session, focusing on skill application, participation, and immediate feedback. Laboratory task A hands-on task completed in a lab environment, requiring application of scientific techniques, precision, and analytical thinking. Lesson delivery Students plan and conduct a teaching session, demonstrating instructional skills and classroom management. OSCE An Objective Structured Clinical Examination, where students perform clinical tasks in a timed, controlled environment, testing medical and diagnostic skills. Role-play A simulated activity where students adopt roles to practise responses in real-world scenarios, fostering empathy, critical thinking, and adaptability. Simulation A controlled, immersive activity replicating real-life situations, assessing decision-making, technical skills, and scenario-based problem-solving. Teaching episode A short, focused teaching session where students present a topic, demonstrating subject knowledge, engagement techniques, and communication skills. -
A formal assessment that evaluates a student’s comprehensive understanding of unit/course material, often conducted under timed, supervised conditions. Examinations can include a variety of question types, such as essays, problem-solving tasks, or multiple-choice questions, to assess content mastery.
Example activities
Assessment activity Description Final Exam A comprehensive assessment at the end of a course, evaluating students’ cumulative understanding and mastery of the subject. Oral Exam A verbal assessment where students answer questions or present on a topic, showcasing their communication skills and depth of knowledge. Take-home Exam An assessment completed outside the classroom within a set timeframe, focusing on deeper analysis, research, and extended responses. Viva voce A verbal explanation or presentation of a concept or problem to an examiner. -
A task or set of tasks designed to reinforce learning through practice, often involving problem-solving or application of theoretical concepts. Exercises may be structured as worksheets, in-class tasks, or online activities and are usually shorter and focused than other types of assessments.
Example activities
Assessment activity Description Analytical exercise A short structured commentary or analysis on an assigned passage, source, image, etc. Examples include (but are not limited to) primary source analysis, critical reading exercise, and philosophy gobbet. Forum post Short written pieces of text about a particular topic or issue. These pieces are hosted on a discussion-based online forum, and readers (the instructor, other students) can usually respond to each post. In-Class Participation Activity An interactive activity completed during class, promoting engagement, collaboration, and application of learned concepts in real-time. Practical Worksheet A worksheet with exercises related to practical applications of theories or concepts, assessing hands-on knowledge and problem-solving abilities. Problem Set A series of exercises or questions focused on problem-solving, commonly used in maths and science to assess analytical and calculation skills. Translation task In language units, students may be asked to translate a written passage from one language into another. Translation tasks may be accompanied by an exegesis, commentary or reflection. -
An assessment that involves the live display of skills or knowledge in a real-time context, such as acting, musical performances, or other performative art forms. Performance assessments evaluate the student’s ability to perform under observation, demonstrating competency in a specific skill or discipline.
Example activities
Assessment activity Description Mime A performance without words, relying on gestures and expressions to convey a message, assessing creativity, expression, and body language skills. Musical and Theatrical Performances A live or recorded performances that showcase students’ artistic skills, creativity, and understanding of musical or dramatic techniques. Opening Statement A formal introductory speech, typically in debates or legal simulations, where students outline their arguments or case, demonstrating clarity and persuasion. -
A curated collection of work, typically spanning multiple tasks or projects, intended to showcase learning progress, skills development, and achievements over time. Portfolios are often used in creative fields, education, and professional programs to evaluate long-term growth and reflective practice.
Example activities
Assessment activity Description Art Folio A collection of artworks curated by the student to showcase their creative development, skills, and personal style in visual arts. eCollection A digital portfolio that curates multimedia content, showcasing students’ creativity, technical skills, and ability to organise and present digital work. Learning Portfolio A collection of artefacts showcasing academic or professional learning progress and reflection over a period of time. Photographic Portfolio A curated selection of photos by a student, displaying technical skill, creativity, and thematic focus in photography. Practice Portfolio A compilation of evidence showing students’ practical skills and development in a specific field, demonstrating hands-on experience and reflection. Project Portfolio A collection of work related to an individual or group project. It may include project planning or review materials, process documentation and/or outputs. Website A digital portfolio or informational site created to present ideas or projects, showcasing web design, technical skills, and user experience awareness. -
A spoken or visual presentation where students explain, or discuss a particular topic, often using visual aids like slides or multimedia. Presentations assess communication skills, the ability to synthesise and present information, and engagement with an audience.
Example activities
Assessment activity Description Debate A formal presentation arguing for or against a particular topic, usually in the form of a question. Multimedia Presentation A presentation incorporating text, images, video, or audio to convey information, demonstrating digital literacy and communication skills. Oral Presentation A spoken presentation on a given topic, assessing students’ ability to organise information and convey ideas clearly and effectively. Pitch A clear, concise and convincing summary of a potential project (usually including objectives, a plan, and significance to stakeholders) delivered to stakeholders in order to gain buy-in. A pitch may be presented orally in person or video-recorded video and is typically part of a group project and/or scaffolded assessment. Shark Tank A pitch-based assessment where students present ideas to a panel, simulating an entrepreneurial environment and focusing on persuasion, innovation, and defence of ideas. -
A combination of tasks across different categories making up one assessment (e.g. quizzes, written, artefacts, demonstration, peer evaluation). Often it can be a multi-phase assessment where students complete a substantial task or multiple tasks over a period of time.
Example activities
Assessment activity Description Applied Practice Project (to differentiate from Design Project and Research project) A task in which students combine application of disciplinary knowledge with ethical, reflective, and evaluative practice to address a real-world or simulated professional context. Project tasks may include (but are not limited to) design, implementation, and iterative refinement of a process, service, workflow, or intervention. The task may draw on academic research, professional standards, and/or industry reports, and will be supported by justification of processes and implementation of principles through demonstrations, reports, and/or presentations. Task outcomes are directed towards peer, client, public, or stakeholder needs as defined in the assessment. Critical investigation An in-depth examination of a particular issue or question, requiring students to analyse, interpret, and evaluate evidence to present informed conclusions or insights. Curriculum Project A task focused on developing educational content, where students design and outline learning objectives, activities, assessments, and instructional strategies for specific educational contexts. Design Project A creative assessment that involves developing a solution or product prototype, integrating theory and practical design skills, often tailored to meet real-world needs or specifications. Integrated Unit of Work A cohesive plan of lessons or activities across subjects, centred on a unifying theme or project, designed to provide a holistic learning experience. Research project A study that investigates a research problem or question by collecting, analysing, interpreting and communicating quantitative and qualitative data. -
A short-form assessment that consists of questions which measure knowledge retention and understanding of specific content. Quizzes and tests are often time-limited and can include various question types, such as multiple-choice, short answer, or true/false.
Example activities
Assessment activity Description In-Class Test A timed assessment administered during class sessions, usually covering recent material and aimed at evaluating students' knowledge, understanding, or application of content. Lecture Test A formal test based on material presented during lectures, designed to assess comprehension and retention of key concepts discussed in a course. Online quiz Non-invigilated scheduled timed assessments completed using online platforms such as Moodle. -
An assessment conducted within a professional or workplace context, where students apply theoretical knowledge to real-world tasks. These assessments often occur during internships or placements and are used to demonstrate professional competency and the ability to integrate academic learning into practice.
Example activities
Assessment activity Description Career development task Examples of career development tasks include (but are not limited to) a resume, job application, career development plan, or LinkedIn profile. This type of assessment is used to develop your employability skills in readiness for entry to and progress in the workplace. Co-Op A cooperative education program where students alternate between academic study and full-time employment related to their field, gaining practical experience and workplace skills. IIP (Industry Immersion Program) A structured placement that immerses students in a professional environment, allowing them to apply academic knowledge while gaining firsthand industry experience. Placement Students work in a real (or simulated) work environment and may also report back on their experience. Professional Experience Practical experience in a professional context, where students apply theoretical knowledge and develop competencies required in their chosen field. White Card A qualification earned through safety training, required for working on construction sites, demonstrating knowledge of health, safety, and risk protocols. WIL (Work-Integrated Learning) Learning activities designed to integrate academic learning with practical work experiences, helping students gain skills relevant to their career path. -
A form of assessment that requires students to produce text-based responses. Written assessments are often used to evaluate comprehension, critical thinking, and the ability to construct arguments or convey information clearly.
Example activities
Assessment activity Description Abstract A concise summary of a research paper, presenting its purpose, methodology, results, and conclusions, helping readers quickly grasp the study's main points. Annotated bibliography A list of the relevant literature on a given topic, with comments underneath each about its relevance to the topic, or an evaluation of the source. Article A written work published in a journal or magazine that presents research findings, theories, or opinions on a specific topic. Case study Students analyse a case or scenario to identify problems and offer solutions, linking theory and practice. Conference Proposal A summary of proposed research or a topic to be presented at a conference, outlining objectives, relevance, and key points to gain approval from event organisers. Critical analysis A detailed examination and evaluation of another person's ideas or work that highlights the positive and negative qualities. It is subjective writing as it expresses one's interpretation and analysis of the work by breaking down and studying its parts. Critical analysis is usually presented as a written essay or paper, but may also be presented as an oral report. Critical review Evaluates an academic text or other source, and makes an assessment of the source based on the given criteria. Design project plan (to differentiate from Research planning document) A resource to support or document specific design aspects of a digital artefact, multimedia or creative project. Examples include (but are not limited to) project briefs, concept proposals, design documents, storyboards/scripts, wireframes, style guides, asset and licensing plans, production schedules, technical specifications, and risk/feasibility plans. Essay A form of academic writing that allows students to develop arguments and ideas in a logical, coherent way. Exegesis A critical explanation of a creative artefact, a body of work, a translation or a performance, justifying your creative or practical choices and techniques, and linking your work to theoretical concepts. Feasibility study An assessment of the practicality of a proposed project or idea, evaluating factors like cost, resources, and potential challenges to determine its viability. Journal A collection of a student’s thoughts, ideas, reflections, etc on their own learning, often using prompt questions to guide each entry. Laboratory report A structured document detailing the methods, results, and analysis of a scientific experiment, aimed at demonstrating comprehension of experimental processes and outcomes. Literature review A summary, synthesis and critical evaluation of the literature relevant to a specific research question or aim. The literature review will identify patterns, consensus, inconsistencies, discrepancies, problems or gaps based on the body of literature. Observation Data collected from observations (practice, people, etc) is presented as a report or other written method. Policy brief An advocacy tool which is typically used to influence change on a broad scale. The policy brief is used to engage and persuade a target audience, usually non-specialist, that your proposed solution to a contemporary issue is practical, credible and necessary to create positive change. Reflective writing Short written pieces where students can critically reflect on their own learning. They may be given prompts to guide their reflection. Report An investigation and analysis of information that will aid decision making and problem solving for a specific audience, presented in a specific format. A report is therefore more problem and action oriented than a traditional essay, and it may comprise sections and headings with each section having a specific purpose. Research is based on academic and non-academic sources. Research planning document A resource to support or document specific aspects of a research project. Examples include (but are not limited to) ethics applications, data management plans, risk assessments, budget / resource allocation plans, intellectual property agreements, or participant consent forms. Research proposal A proposal for a research project. Research proposals should include a summary of the intended research, proposed methodology, timeline and potential impact and significance of the proposed research. Strategic plan A structured planning document in which students analyse a particular issue, context or stakeholder environment and develop a strategic solution to achieve defined goals. Examples include (but are not limited to) communications strategies, campaign plans, stakeholder engagement plans, advocacy plans, change or crisis communication plans, and business or management plans. Thesis A large-scale written dissertation in which you extensively research a specific question, using the data collected to justify an argument or position. A successful thesis will typically contain original research and contribute new knowledge to the discipline or field.
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Assessment activities
The actual tasks or exercises students engage in to demonstrate their learning. These activities are aligned with course objectives and vary by discipline and course level.
Please note: The following list is not intended to be exhaustive. We will continue to add activities as they are identified or requested.
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Assessment activities listing A-I
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| Assessment activity | Description | Suggested assessment type |
|---|---|---|
| Abstract | A concise summary of a research paper, presenting its purpose, methodology, results, and conclusions, helping readers quickly grasp the study's main points. | Written |
| Analytical exercise | A short structured commentary or analysis on an assigned passage, source, image, etc. Examples include (but are not limited to) primary source analysis, critical reading exercise, and philosophy gobbet. | Exercise |
| Annotated bibliography | A list of the relevant literature on a given topic, with comments underneath each about its relevance to the topic, or an evaluation of the source. | Written |
| Article | A written work published in a journal or magazine that presents research findings, theories, or opinions on a specific topic. | Written |
| Art Folio | A collection of artworks curated by the student to showcase their creative development, skills, and personal style in visual arts. | Portfolio |
| CAD | Computer-Aided Design tasks that involve using CAD software to create precise 2D or 3D models for engineering, architecture, or design applications, demonstrating technical skills and spatial awareness. | Artefact |
| Career development task | Examples of career development tasks include (but are not limited to) a resume, job application, career development plan, or LinkedIn profile. This type of assessment is used to develop your employability skills in readiness for entry to and progress in the workplace. | Work integrated |
| Care plan | A structured document outlining patient care goals, interventions, and evaluations, showcasing the student's clinical knowledge, patient assessment skills, and ability to create individualised care strategies. | Artefact |
| Case study | Students analyse a case or scenario to identify problems and offer solutions, linking theory and practice. | Written |
| Chemical model | A representation, either physical or digital, illustrating molecular structures or chemical processes to demonstrate an understanding of chemical composition, bonding, and reactions. | Artefact |
| Clinical skills | Practical assessments where students demonstrate specific clinical techniques, highlighting competency in patient care and medical procedures. | Demonstration |
| Composition | The creation or arrangement of a piece of music. A composition task may be a response to particular stimuli, a demonstration of a particular style or genre, a composition for a particular occasion, pieces for combinations of instruments and/or voices, or compositions generated by contemporary technologies. | Artefact |
| Computer code or software | A programming task where students develop code or software to solve problems, create tools, or simulate processes, showcasing programming skills, logical thinking, and problem-solving. | Artefact |
| Conference Proposal | A summary of proposed research or a topic to be presented at a conference, outlining objectives, relevance, and key points to gain approval from event organisers. | Written |
| Co-Op | A cooperative education program where students alternate between academic study and full-time employment related to their field, gaining practical experience and workplace skills. | Work integrated |
| Creative writing task | A work of original creative writing. Examples include (but are not limited to) prose fiction, poetry, literary nonfiction and performance script for stage or screen. | Written |
| Critical analysis | A detailed examination and evaluation of another person's ideas or work that highlights the positive and negative qualities. It is subjective writing as it expresses one's interpretation and analysis of the work by breaking down and studying its parts. Critical analysis is usually presented as a written essay or paper, but may also be presented as an oral report. | Written |
| Critical investigation | An in-depth examination of a particular issue or question, requiring students to analyse, interpret, and evaluate evidence to present informed conclusions or insights. | Project |
| Critical review | Evaluates an academic text or other source, and makes an assessment of the source based on the given criteria. | Written |
| Curriculum Project | A task focused on developing educational content, where students design and outline learning objectives, activities, assessments, and instructional strategies for specific educational contexts. | Project |
| Debate | A formal presentation arguing for or against a particular topic, usually in the form of a question. | Presentation |
| Design Project | A creative assessment that involves developing a solution or product prototype, integrating theory and practical design skills, often tailored to meet real-world needs or specifications. | Project |
| Digital content | Multimedia projects, like images, videos, or animations, created using digital tools to communicate ideas, information, or stories, which may reflect technical and creative skills. | Artefact |
| Discussion | A group activity where students engage in dialogue to analyse and debate topics, developing communication, reasoning, and collaborative skills. | Demonstration |
| Documentary | A video production documenting real-world events or issues, requiring students to research, organise content, and present an informative and engaging narrative. | Artefact |
| Drawing | A visual art task involving sketches, technical drawings, or illustrations to represent concepts or ideas, testing students' technical skill and visual communication. | Artefact |
| eCollection | A digital portfolio that curates multimedia content, showcasing students’ creativity, technical skills, and ability to organise and present digital work. | Portfolio |
| Essay | A form of academic writing that allows students to develop arguments and ideas in a logical, coherent way. | Written |
| Exegesis | A critical explanation of a creative artefact, a body of work, a translation or a performance, justifying your creative or practical choices and techniques, and linking your work to theoretical concepts. | Written |
| Experiment | A hands-on task where students make a discovery, test a hypothesis, or test a known fact, demonstrating understanding of scientific methodology and analytical skills. | Demonstration |
| Feasibility Study | An assessment of the practicality of a proposed project or idea, evaluating factors like cost, resources, and potential challenges to determine its viability. | Written |
| File submission | An assessment where students submit completed work, such as documents or digital files, demonstrating organisational skills and adherence to guidelines. | Artefact |
| Final Exam | A comprehensive assessment at the end of a course, evaluating students’ cumulative understanding and mastery of the subject. | Examination |
| Forum post | Short written pieces of text about a particular topic or issue. These pieces are hosted on a discussion-based online forum, and readers (the instructor, other students) can usually respond to each post. | Exercise |
| In-Class Participation Activity | An interactive activity completed during class, promoting engagement, collaboration, and application of learned concepts in real-time. | Exercise |
| In-Class Test | A timed assessment administered during class sessions, usually covering recent material and aimed at evaluating students' knowledge, understanding, or application of content. | Quiz / Test |
| IIP (Industry Immersion Program) | A structured placement that immerses students in a professional environment, allowing them to apply academic knowledge while gaining firsthand industry experience. | Work integrated |
| Infographic | A visual representation combining data and graphics to convey information clearly and concisely, emphasising design skills and data literacy. | Artefact |
| Integrated Unit of Work | A cohesive plan of lessons or activities across subjects, centred on a unifying theme or project, designed to provide a holistic learning experience. | Project |
| Interview | An assessment where students conduct or participate in an interview, emphasising communication, active listening, and information-gathering skills. | Demonstration |
| In-Workshop | A practical activity performed during a workshop session, focusing on skill application, participation, and immediate feedback. | Demonstration |
Assessment activities listing J-R
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| Assessment activity | Description | Suggested assessment type |
|---|---|---|
| Journal | A collection of a student’s thoughts, ideas, reflections, etc on their own learning, often using prompt questions to guide each entry. | Written |
| Laboratory report | A structured document detailing the methods, results, and analysis of a scientific experiment, aimed at demonstrating comprehension of experimental processes and outcomes. | Written |
| Laboratory task | A hands-on task completed in a lab environment, requiring application of scientific techniques, precision, and analytical thinking. | Demonstration |
| Learning plan | A structured plan that outlines educational goals, learning activities, and assessments, showing an understanding of curriculum design and instructional strategies. | Artefact |
| Lecture Test | A formal test based on material presented during lectures, designed to assess comprehension and retention of key concepts discussed in a course. | Quiz / Test |
| Lesson delivery | Students plan and conduct a teaching session, demonstrating instructional skills and classroom management. | Demonstration |
| Literature review | A summary, synthesis and critical evaluation of the literature relevant to a specific research question or aim. The literature review will identify patterns, consensus, inconsistencies, discrepancies, problems or gaps based on the body of literature. | Written |
| Mime | A performance without words, relying on gestures and expressions to convey a message, assessing creativity, expression, and body language skills. | Performance |
| Multimedia journal | An interactive journal combining text, images, videos, or other media to reflect on personal or academic experiences, enhancing reflective and creative expression. | Artefact |
| Multimedia Presentation | A presentation incorporating text, images, video, or audio to convey information, which may demonstrate digital literacy and communication skills. | Presentation |
| Musical and Theatrical Performances | Live or recorded performances that showcase students’ artistic skills, creativity, and understanding of musical or dramatic techniques. | Performance |
| Musical score | A written composition of music, demonstrating knowledge of musical notation, structure, and creative expression. | Artefact |
| Musical work | A recorded performance or composition that showcases a student’s musical skill, creativity, and interpretation of musical concepts. | Artefact |
| Observation | Data collected from observations (practice, people, etc) is presented as a report or other written method. | Written |
| Online quiz | Non-invigilated scheduled timed assessments completed using online platforms such as Moodle. | Quiz / Test |
| Opening Statement | A formal introductory speech, typically in debates or legal simulations, where students outline their arguments or case, demonstrating clarity and persuasion. | Performance |
| Oral Exam | A verbal assessment where students answer questions or present on a topic, showcasing their communication skills and depth of knowledge. | Examination |
| Oral Presentation | A spoken presentation on a given topic, assessing students’ ability to organise information and convey ideas clearly and effectively. | Presentation |
| OSCE | An Objective Structured Clinical Examination, where students perform clinical tasks in a timed, controlled environment, testing medical and diagnostic skills. | Demonstration |
| Pitch | A clear, concise and convincing summary of a potential project (usually including objectives, a plan, and significance to stakeholders) delivered to stakeholders in order to gain buy-in. A pitch may be presented orally in person or video-recorded video and is typically part of a group project and/or scaffolded assessment. | Presentation |
| Photographic Portfolio | A curated selection of photos by a student, displaying technical skill, creativity, and thematic focus in photography. | Portfolio |
| Placement | Students work in a real (or simulated) work environment and may also report back on their experience. | Work integrated |
| Podcast | An audio recording where students discuss, narrate, or analyse topics, honing their communication, storytelling, and audio editing skills. | Artefact |
| Policy brief | An advocacy tool which is typically used to influence change on a broad scale. The policy brief is used to engage and persuade a target audience, usually non-specialist, that your proposed solution to a contemporary issue is practical, credible and necessary to create positive change. | Written |
| Poster | A synthesis of the outcomes of research or learning into a self-explanatory visual presentation. | Artefact |
| Practical Worksheet | A worksheet with exercises related to practical applications of theories or concepts, assessing hands-on knowledge and problem-solving abilities. | Exercise |
| Practice Portfolio | A compilation of evidence showing students’ practical skills and development in a specific field, demonstrating hands-on experience and reflection. | Portfolio |
| Problem Set | A series of exercises or questions focused on problem-solving, commonly used in maths and science to assess analytical and calculation skills. | Exercise |
| Professional Experience | Practical experience in a professional context, where students apply theoretical knowledge and develop competencies required in their chosen field. | Work integrated |
| Reflective writing | Short written pieces where students can critically reflect on their own learning. They may be given prompts to guide their reflection. | Written |
| Report | An investigation and analysis of information that will aid decision making and problem solving for a specific audience, presented in a specific format. A report is therefore more problem and action oriented than a traditional essay, and it may comprise sections and headings with each section having a specific purpose. Research is based on academic and non-academic sources. | Written |
| Research planning document | A resource to support or document specific aspects of a research project. Examples include (but are not limited to) ethics applications, data management plans, risk assessments, budget / resource allocation plans, intellectual property agreements, or participant consent forms. | Written |
| Research project | A study that investigates a research problem or question by collecting, analysing, interpreting and communicating quantitative and qualitative data. | Project |
| Research proposal | A proposal for a research project. Research proposals should include a summary of the intended research, proposed methodology, timeline and potential impact and significance of the proposed research. | Written |
| Role-play | A simulated activity where students adopt roles to practise responses in real-world scenarios, fostering empathy, critical thinking, and adaptability. | Demonstration |
Assessment activities listing S-Z
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| Assessment activity | Description | Suggested assessment type |
|---|---|---|
| Shark Tank | A pitch-based assessment where students present ideas to a panel, simulating an entrepreneurial environment and focusing on persuasion, innovation, and defence of ideas. | Presentation |
| Simulation | A controlled, immersive activity replicating real-life situations, assessing decision-making, technical skills, and scenario-based problem-solving. | Demonstration |
| Slide deck | A sequence of slides created to support a presentation, focusing on clear, concise information display and visual impact. | Artefact |
| Take-home Exam | An assessment completed outside the classroom within a set timeframe, focusing on deeper analysis, research, and extended responses. | Examination |
| Teaching episode | A short, focused teaching session where students present a topic, demonstrating subject knowledge, engagement techniques, and communication skills. | Demonstration |
| Translation task | In language units, students may be asked to translate a written passage from one language into another. Translation tasks may be accompanied by an exegesis, commentary or reflection. | Exercise |
| Thesis | A large-scale written dissertation in which you extensively research a specific question, using the data collected to justify an argument or position. A successful thesis will typically contain original research and contribute new knowledge to the discipline or field. | Written |
| Video essay | A video-based critical analysis on a topic, demonstrating research, visual storytelling, and persuasive argumentation. | Artefact |
| Visual journal | A journal using sketches, images, or mixed media to reflect on concepts or experiences, emphasising personal reflection and visual expression. | Artefact |
| Video Journalism | A video report on a current issue or event, emphasising investigative skills, journalistic integrity, and effective storytelling. | Artefact |
| Viva voce | A verbal explanation or presentation of a concept or problem to an examiner. | Examination |
| Website | A digital portfolio or informational site created to present ideas or projects, showcasing web design, technical skills, and user experience awareness. | Artefact |
| White Card | A qualification earned through safety training, required for working on construction sites, demonstrating knowledge of health, safety, and risk protocols. | Work integrated |
| WIL (Work-Integrated Learning) | Learning activities designed to integrate academic learning with practical work experiences, helping students gain skills relevant to their career path. | Work integrated |
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The Education Performance Standards identify the expectations of education practice at Monash – See the Education Performance Standards for more details.
Impact on student learning
Impact on educational knowledge
Impact on educational environment
Effective teaching and learning
Responsive program design
Student- centred orientation
Professional learning engagement
Pedagogical content knowledge
Education research performance
Education innovation
Education leadership
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You could address marking and grading across these Practice Elements by providing evidence of how you:
- Select and design appropriate types and methods of assessment in your units.
- Create assessment tasks that align with learning outcomes and which measure the learning, knowledge, skills that students must achieve in the unit.
- Develop innovative and/or authentic assessment tasks that support student learning.
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You can use the tabs on the left-hand side menu to navigate between the sections or click on the links below:
- The How-to section provides you with instructions and/or strategies to implement in your teaching.
- The Supporting your students section provides you with key strategies for creating a good learning experience and a list of resources to share.
- The Related resources section provides you with additional resources.
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Brame, C. (2013). Writing good multiple choice test questions. Vanderbilt University. https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/
Dickinson, M. (2011). Writing multiple-choice questions for higher-level thinking. Learning Solutions. https://learningsolutionsmag.com/articles/804/writing-multiple-choice-questions-for-higher-level-thinking
Hughes, C. (n.d.). Quickbite: Practice guidelines for writing assessment. https://assessment.avondale.edu.au/examples/examples_docs/Writing_Criteria_Standards.pdf
Jackson, K. (2003). Guidelines for writing multiple choice questions. University of Tasmania. https://www.education.vic.gov.au/languagesonline/games/comprehension/docs/multiple%20choice%20questions.pdf
Masters, G. (2013). Reforming education assessment: Imperatives, principles and challenges (Australian Education Review No. 57). Australian Council for Educational Research, http://research.acer.edu.au/aer/12/
NESA (2021). Assessment for, as and of learning. NSW Government Education Standards Authority. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/approaches
Ragupathi, K. (2020). Designing effective online assessments: Resource guide. National University of Singapore (NUS). https://www.nus.edu.sg/cdtl/docs/default-source/professional-development-docs/resources/designing-online-assessments.pdf
Thomas, D., Moore, R., Rundle, O., Emery, S., Greaves, R., te Riele, K. & Kowaluk, A. (2019). Elaborating a framework for communicating assessment aims in higher education. Assessment & Evaluation in Higher Education. 44(4), 546-564. https://doi.org/10.1080/02602938.2018.1522615
Wiliam, D. (2010). Assessment for learning: Why, what and how. [PowerPoint slides]. https://www.dylanwiliam.org/Dylan_Wiliams_website/Presentations_files/Oslo.pptx
Western Sydney University (2008). Assessment guide: Implementing criteria and standards-based assessment. https://www.westernsydney.edu.au/__data/assets/pdf_file/0007/53827/Assessment_Guide.pdf
