Understand your assessment

Understanding the role of assessment in your learning is critical to your success. Here are some overall strategies to help you get started.

Tips for understanding your assessments View

Five steps to analysing an assessment task

To maximise your grade, you need to know exactly what is expected of you. Before you start to research or write, take the time to carefully analyse the task by understanding each of its components.

1. Clarify the form of assessment

Assessments take many forms. Is it an essay, report, annotated bibliography ot literature review, or something else? Do you understand what is required for each assessment? Here are seven common assessment forms.

Assessment	Description
An essay	An academic essay is a piece of writing in which you present your position on a topic, and support that position by evidence.
A literature review	A literature review is a type of academic writing that provides an overview of existing knowledge in a particular field of research.
An annotated bibliography	An annotated bibliography is a list of information sources (e.g. journal articles or book chapters) on a particular topic with a reference accompanied by a brief commentary on each source, known as an annotation.
A report	A report is a well-structured and researched document that informs a specific audience on a particular problem or topic. The purpose of a report is to inform, guide or influence decision making and/or the outcome of a course of action.
A reflection	A reflection requires you to describe an event, experience or interaction and then to explore its connection to academic content and to your current learning. Its purpose is to document your evolving learning.
A case study	A case study requires you to analyse a specific situation and discuss how its different elements relate to theory. The case can refer to a real-life or hypothetical event, organisation, individual or group of people and/or issue.
An oral presentation	An oral presentation requires you to present your knowledge to an audience individually or as part of a team. It can be part of a bigger assessment task or a stand-alone assessment. It can vary in format and formality, e.g. presented live or recorded, and it can vary in length from a few minutes to a whole tutorial.

Do you have a different form of assessment this semester? For example, have you been asked to develop a poster presentation? Perhaps you are preparing for a quiz or a timed assessment. If your assessment form is not listed here, book in with a SAS Learning Adviser, who will be able to help you to understand the task and navigate your way to some helpful resources.

For additional information on assessment at Monash, see Assessment.

2. Identify the instruction words

Find all the words in the task that direct you to do something. Are you being asked to analyse, discuss, evaluate, explain, reflect or something else? Check the meaning of common direction words below.

It is good to be aware that some directions are implied. This means that they do not directly guide you on what to do. For example, the question “How does the theory apply?” is asking you to explain how the theory applies.

Below is an explanation of some common instruction words used in assignment questions.

Analyse	To examine an argument, a theory or process in detail and to explain and interpret it
Argue	To present the case for and/or against a particular proposition using reasons and/or evidence to convince the audience
Comment on	To point out the important features of something and to discuss it critically
Compare	To identify and explain similarities and differences
Contrast	To stress the differences between two or more things (for example, two theories, two findings)
Critique	To evaluate in a detailed or analytical way
Critically...	(e.g. “critically analyse”) To approach the task by evaluating the claims, reasoning or evidence
Define	To provide concise, clear, and authoritative meanings. To give the limits of the definition, but omit detailed explanations. Show how the item defined differs from items in other classes.
Describe	To explain clearly. Recount, characterise, outline, and relate in sequence
Discuss	To examine from several perspectives, giving reasons for and against. Be complete and give details, usually with a view to assessing how satisfactory something is.
Evaluate	To appraise in relation to a standard, referring to advantages, limitations, and costs and benefits if appropriate.
Examine	To investigate critically. To appraise a subject in detail.
Explain	To clarify, interpret, and elaborate on the material presented. Give reasons for differences of opinion or results, and try to analyse causes.
Illustrate	To use a concrete example, diagram, or figure to explain or clarify a problem
Indicate	To identify, and then focus attention on something, so as to clarify
Justify	To prove or give reasons for conclusions or decisions
Outline	To present the essential features, showing main points and subordinate points. Omit minor details.
Review	To examine a subject critically, analysing and commenting on the important or controversial statements.
State	To present the main points in a brief and clear sequence, usually omitting details or examples
Summarise	To give the main points or facts in a condensed form

Identify the concept or content words in the task. These words tell you what to discuss, evaluate, or compare.
After identifying the key words, make sure you know precisely what they mean. Every field of study has its own specific vocabulary and some words may have different meanings from everyday usage.
As you research, look for the meanings of, and synonyms for key words that might be included in relevant books or articles.
Find the words in the task that help you to limit the scope of your response. Phrases such as ‘focus on’, ‘confine your discussion to’ or ‘refer to three examples’ provide boundaries for your writing or presentation. The question may specify a date range or geographical area.
The word limit gives you a good idea of the amount of detail to include. If the limit is low, 150 words for example, you can only provide an overview of the topic. If you are asked to write 2000 words, an in-depth analysis is expected.
The rubric outlines specific expectations and contains important additional information you should consider when preparing your answer. Take note of all the listed criteria as well as the task expectations. Note what is required to obtain the best possible result. For example, how are different criteria weighted? How many peer reviewed references are required? How might this change your planning and your research?

Check your understanding View

Note

Extensions and special consideration

If you're experiencing exceptional circumstances and can't complete your assessment on time, you can apply for a short extension or special consideration. For more details see the Special consideration webpage.

If you get an extension, still try to complete your assessment as close to the original deadline as you can, so that it does not hold up your progress in other areas of your study.

Long extensions or multiple extensions may impact your progress in the rest of your unit, as the content often builds upon previous tasks within the unit.

Reach out to one of our support teams for help with completing your assessments on time.

For support with time management and managing your tasks, book a consultation with a learning adviser for individualised learning support.
If you’re experiencing stress, anxiety or any other personal challenges, reach out to the Monash Counselling team.

Your feedback matters

We want to hear from you! Let us know what you found most useful or share your suggestions for improving this resource.

	1. Always read assessment instructions closely and analyse each task.
	2. Check the assessment rubric which lists all the criteria being tested. This is a guide that lecturers give you to clarify their expectations of each task. Use the rubric to plan each facet of your response as well as the emphasis that you should give to each section. Also use the rubric to review your work before submitting it.
	3. Take a fresh look at the unit learning outcomes and ask yourself which learning outcomes relate to an assessment task and what it is that is being tested. What do your lecturers want to see from you through this task? For example, do they want to see your understanding of particular theories? Are they wanting to see your knowledge of an area?
	4. Identify and build the necessary skills. Assessments require you to demonstrate your learning through a range of individual and some team-based performances. To do well, you may need to develop or refresh particular skills. Be proactive and build these particular skills early in the semester.
	5. Plan effectively to manage deadlines and word limits, building in sufficient time to handle each phase of the process e.g. research, drafting and editing. Assessments are scheduled progressively through the semester, and submission dates for all your units may fall at similar times, so start all your assessments early.
	6. Check your unit Moodle page regularly for accurate information and guidelines on how to complete and submit each assessment.

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