Resources on assessment types and methods
Design effective assessment regimes in line with best-practice principles
Examine students' knowledge, skills and attributes effectively using online assessment activities
Use collaborative activities to effectively develop and assess skills, knowledge and attributes
Mark consistently through the appropriate application of criteria and moderation practices
Work Integrated Learning (WIL) activities are not typical classroom learning experiences for students. The learning and development students undergo in these activities is a combination of discipline-specific content knowledge, technical and generic skills, which provides unique challenges for the comprehensive assessment of WIL. This document provides a list of assessment types that can be used to assess WIL activities which have equivalence to small, medium and large essays and/or reports.
This resource is from Charles Sturt University, and discusses a variety of assessment types and methods.
This resource from UNSW shows you how to align your assessment to the learning outcomes of the unit, and has a section outlining a variety of assessment methods that align to generic learning outcomes often used in university assessment.
Policies and procedures relating to assessment
Monash has specific policies and procedures related to assessment. Take the time to review these to inform your teaching practice.
Explains requirements of developing and implementing an assessment regime for a unit, rules around scheduling, extensions, hurdles, alternative and supplementary assessments, and communicating assessment requirements.
Explains the requirements for timed major assessment tasks that are scheduled after the end of the teaching period including closed-book tasks, open-book tasks, and open-access tasks, as well as eAssessments.
Explains the final grades that are used at Monash in a range of assessment contexts, calculations of WAM, GPA and CGPA, and rules around the use of the withdrawn incomplete (WI) grade.
Outlines processes and principles for marking, blind marking, second marking, double marking, provision of feedback, quality assurance, finalising results, responsibilities, and re-marking requests.
According to Dylan Wiliam, probably not, and that’s actually not something to worry about. The important thing is to recognise the limitations of assessment, to know that it isn’t reliable and/or valid, and why that is.
Learn more about how to communicate assessment in Moodle, including what elements of the assessment to include.
Watch A/Prof Nick McGuigan (Accounting) and Prof Ros Gleadow (Biology) talk about their unique approaches to assessment design for their units with work-integrated learning experiences.