Write an abstract of a research article within a specified work limit
Produce a list of primary sources/sites on a topic and using a referencing convention. List is annotated with commentary including an evaluation of what they have read
Articles for different audiences
(K, CT, MI, Co)
Write a particular topic to an agreed length in a specific style e.g., journal, newspaper, magazine
Assessment stations (OSCE)
(K, PT, CT, Co)
Students move around testing stations being assessed on different learning outcomes, each for a fixed period of time.
Book, website, journal article review
Review designated articles or websites or TV/radio programme, including an evaluative element to demonstrate depth of understanding
Case study or care plan
(K, CT, MI)
Work through a case study/care plan to identify problems and offer solutions. Good for linking theory to practice
Students map out their understanding of a particular concept. A quick way to provide feedback to staff on students’ understanding
Maintaining a diary/journal/blog (on placement) to record experiences. Write about a critical incident in terms of context, what happened, outcomes, underpinning theory and action plan
(CT, Co, PT)
A formal discussion around a proposed topic. This enables students to respond rapidly to challenging questions, and articulate their responses clearly and in a professional manner.
Designing learning materials/leaflet
(K, MI, PT, Cr, Co)
Prepare a learning package for a particular audience e.g., public, school children etc. on an agreed topic
(K, CT, MI,)
A large/extended critical essay underpinned by an extensive programme of reading and original research. The learner determines the focus and direction of their work
‘Doing it’ exam
(K, CT, PS, MI)
An exam which requires students to do something like read an article, analyse and interpret data etc.
(K, CT, IM,)
A piece of writing on a particular subject within given parameters e.g., word count, use of different literature sources etc.
Produce a plan demonstrating their preparation, planning and reading on a specific topic. Useful for formative and peer assessment
Producing displays of artefacts (posters, art etc.) as an effective way of disseminating findings and ideas
(CT, PS, PT)
Produce a written or oral report relating to a field/site visit
(K,CT, PS, MI, PT)
Use real/adapted versions of different grant application forms to plan a research project. Could be assessed using the published criteria as a basis for marking criteria
(K, CT, PS)
Submit a report as students leave a lab. Could be used with a pre-designed pro-forma to speed up marking and feedback provision to students.
(K, CT, PS, PT, MI)
Students receive a dossier of papers to read, prioritise and work on with a variety of tasks and new information given at intervals throughout the assessment period. This simulates real practice.
(K, CT, PS)
Write a report for a sample of, or all practicals undertaken within a single lab book. Lab books could be collected each week to mark reports done in previous weeks (to ensure books are kept up to date). A designated sample of reports would contribute to the assessment mark.
Enable students to set their own learning goals. They include 4 stages: entry profiling, needs analysis, action planning, evaluation. Levels of relevant competence are set out at the start of the course. Students agree upon how best to develop these to satisfy these outcomes.
List of activities, competencies and outcomes which students check off during a period of learning during placement.
Make or design something e.g., a radio broadcast, video clip, web page, clothing etc. Also an opportunity for group work.
(CR, Co, PT)
Use pictures or headlines from newspapers or magazines to illustrate the public perception/profile of a particular aspect of the subject area – good for group work
(K, PT, CT)
A series of mini practical sessions conducted under timed conditions which creates potential for assessing a wide range of practical, analytical and interpretative skills
Useful for diagnostic and formative assessment in addition to summative. Well-designed questions can assess more factual recall information.
Being observed whilst undertaking some form of ‘performance’ or skills-based task.
Online discussion boards (Co, PT)
Contributing to an online discussion, with peers, hosted on a virtual learning environment.
Open book exams
(K, CT, MI, PT)
Exam with an opportunity to use any or specified resources to help answer a set of questions under time constraints. This removes the over reliance on memory and recall.
(K, CT, PS, Cr, PT, Co)
An oral presentation on a particular topic for a specified length of time. Associated resources e.g., handouts may also be required. Often undertaken as a small group
Part-written practical reports
(K, CT, PS)
Lab sheets given to students provide some of the write up but leave sections such as error analysis, theoretical explanation etc. for students to complete
(K, CT, MI, PT, SD)
Small pieces of work (patches) are completed over a period of time which are later ‘stitched’ together in a reflective commentary. The patches are discrete and complete entities in their own right but can help contribute to an holistic understanding of the module content/outcomes.
(Cr, PT, SD, Co)
e.g., concert, play, dance etc.
Provide evidence of achievement of learning outcome which commonly incorporate a reflective commentary (can be competency-based or a collection of artefacts)
(K, MI, PT, Cr, Co)
Poster is produced as real size or as a PowerPoint file on a particular topic. The poster may form part of an oral presentation or Q&A session. Can be individual or group work.
(K, CT, PS, MI, PT, SD)
Problem sheets completed on e.g., a weekly basis. Can provide students with regular formative feedback on their work for self or peer assessment.
(K, CT, MI, PT)
Produce a number of questions on a topic which contribute to the bank (e.g., PeerWise). Good for formative quizzes to help students gauge their own understanding.
(SD, PT, Co)
Recording learning over a period of time, interspersing narrative with a reflective commentary which could support development of an action plan. Paper based or online
Research projects/group projects
(K, CT, PS, MI, Cr)
Potential for sampling wide range of practical, analytical and interpretative and problem-solving skills. Can assess wide application of knowledge, understanding and skills.
(Cr, Co, PT)
Write or give an oral presentation whilst taking on a particular role e.g., journal reviewer, editor, consultant, critic etc.
Exam questions which are to be answered in a time constrained context are given to students in advance. Alternatively, the exam topics are given in advanced whilst the precise questions remain unseen.
Selective reports/sampling reports
(K, CT, PS)
Write up particular sections of a report each week e.g methods section or results section. Alternatively, students are required to write practical reports in full but are told in advance that only a percentage of the reports will be assessed.
Short answer questions
Undertaken in an unseen, time constrained context. Useful to assess a wide range of knowledge across a module.
(K, CT, PS, PT)
Text or virtual computer-based simulations are provided for students who are then required to answer questions, resolve problems, perform tasks etc. according to changing circumstances in the simulation. Can assess a wide range of skills, knowledge and competencies.
(K, Cr, PT, SD)
An individual blog (web-based diary) is maintained to record progress on a project. Alternatively, a Wiki (students collaboratively modify content on website) can be used as a group exercise/project
(Cr, PT, SD)
Video and audio assignments can replace conventional written assignments or presentations e.g., 10-minute radio broadcast instead of a written essay or traditional presentation. They can allow for the assessment of a wider range of skills (e.g., developing digital literacy)
(K, PT, Co)
Verbally responding to questions on a wide range of topics. Can be used for borderline cases/classifications.
(K, CT, PS, MI)
A non-invigilated exam question paper that a student completes off campus (e.g., at home), with an extended time-limit (a few days). Questions tend to be essay-based or problem based and/or prompt analysis of data.