Designing and writing assessment tasks

Finalise your assessment task for inclusion in the Subject Outline.

Once you've planned your assessment task in line with the standards-based assessment (SBA) method, it's time to finalise its design.

Considerations

Keep the following things in mind as you design your assessment task.

Think about the end product

Students should be able to clearly see:

  • the end result they're aiming for
  • how it relates to the subject learning outcomes
  • how it relates to their profession.

It's essential to reflect on your learning outcomes and consider whether your chosen assessment type is the best way for students to demonstrate their knowledge, skill or application.

Understand what information students need

What sort of data or information will students need to succeed? Think about:

  • how they'll research the information and what obstacles might be in their way
  • whether you should provide case studies or advise students of publicly available information
  • whether you need an ethics application (for research projects).

Keep it authentic

Remember, our students come from a range of backgrounds. Some are already working in their chosen profession, while others' idea of their future job is hazy and only half-formed.

By embedding authentic learning opportunities in assessments, we can help validate our students' choices and inspire them to hang in there – from first year through to graduation and employment.

Align your task with the Subject Outline

The following section headings reflect the contents of your Subject Outline. Work through each section to prepare your assessment task.

Once you're done, add the content you've developed to the Subject Outline for the relevant session.

The title of your assessment task should be:

  • Descriptive – Use a title that describes the assessment task. Use familiar terms such as 'blog post' or 'discussion forum' to help students get familiar with university language. Avoid vague titles such as 'Assignment 1'.
  • Unique – Titles may also be used by other systems, so it's important that all assessment items within a Subject Outline have a unique title. For example, there cannot be two or more items simply entitled 'Essay' or 'Exam'. Use unique identifiers – for example: 'Essay on First Nations Health Issues' or 'Mid-session Exam'.

Assessment tasks can be marked using either a numerical value (percentage) or a satisfactory (SY)/unsatisfactory (US) grading scale. Other Charles Sturt systems may also use this information, e.g. grading, etc.

Numerical value

If you select a numerical value (percentage), you'll need to develop standards of performance along the University’s grading system of HD-PS.

Satisfactory (SY)/unsatisfactory (US)

You can use a SY/US grading scale when there's no numeric value ascribed to the assessment.

When using SY/US, you must carefully consider the overall subject pass requirements. For example, can students pass the subject if they are marked as unsatisfactory? If not, then the assessment task can be very ‘high-stakes’ compared with an assessment task valued at 10 per cent where students can still pass the subject without passing that particular assessment task. Include all pass requirements in the relevant section of the Subject Outline.

For your assessment item to be compliant, you must choose from two due date options:

  • due date
  • variable date.

Due dates for early assessment tasks

Courses should ensure that some subjects include an early assessment task. As far as possible, these subjects should be:

  1. in first year undergraduate subjects, and
  2. at entry points for students who have commenced from a credit pathway.

You should set the due date for these tasks before Week 4–5 (Census date) so there's plenty of time to give students feedback on their progress and identify students in need of extra support.

The return date will auto-calculate as fifteen business days from the due date, unless you select the 'Not returned' checkbox.

The length of an assessment task indicates the depth of response you expect. It's important to provide the length requirement or advise students if length isn't applicable, such as for laboratory reports.

When setting assessment length, you should:

  • provide the overall word length of the assessment item
  • indicate whether the proposed length is a maximum, minimum or target for this assessment
  • confirm whether the length includes the reference list
  • include word length for separate parts of the assessment, if appropriate.

There are a number of submission options in Brightspace now available in the SOT. See

The description is a critical part of the Subject Outline, where you explain what's required of the student. You should aim to have all the assessment details in the Subject Outline so students can decide on their ability to complete the tasks in the subject when they first enrol.

The following tips contain important information on writing an effective task description:

  • Make sure your opening sentences clearly describe:
    • what the students are expected to produce
    • how they have to produce it.
  • Use clear and concise language and address the student directly. It's a good idea to ask a colleague, a QLT Assessment Leader or an Educational Designer to read through the task and give feedback on its clarity.
  • Use the correct terminology for the task. For example, do not say 'essay' if you require a report.
  • For first year subjects in particular, it's useful to provide scaffolding as to what you require. This may take the form of headings with explanations of each section.
  • Provide any supporting materials students may need to complete this task. You can:
  • Think about links to the workplace or professional practice. Use relevant material and practices in your assessment tasks to build students' professional skills as well as academic practice.
  • Explain any specific content or structural requirements. For example, a business report will differ to a scientific report in the preferred use of appendices.

Resources

For more information on designing tasks, refer to:

  • Common instruction words
  • Template document – sourced from Claire Hughes (2009) Assessment as text production: drawing on systemic functional linguistics to frame the design and analysis of assessment tasks, Assessment & Evaluation in Higher Education, 34 (5), 553-563 DOI: 10.1080/0202930802187316

In the referencing section, you should clearly state:

  • the referencing requirements for the task (or specify if referencing isn't required)
  • the style of referencing required (e.g. APA7 or a discipline-specific style).

You may also want to provide:

  • your expectations on appropriate sources of information (e.g. text books, or peer-reviewed scientific literature)
  • a guide to the number of references to include
  • a link to the referencing guide.

Any variable dates should be detailed here or in another appropriate section within the assignment item.

Your rationale should:

  • outline the purpose of the task
  • clearly identify which learning outcomes the task links to
  • identify the skills and knowledge students will develop
  • explain how the task will:
    • help students succeed in subsequent tasks (if relevant)
    • relate to real-world problems or professional settings.

Where applicable, you may also with to explain how the task relates to:

  • modules
  • weekly topics
  • timing within the session
  • intensive (residential) school
  • other assessment tasks.

If Graduate Learning Outcomes or Graduate Attributes are being assessed in this task you should include a description and purpose for those as well – such as for lifelong learning.

Marking criteria identify what the task is assessing and what students will be graded on.

More information on writing the criteria, visit Developing marking criteria.

Formatting your marking criteria

Marking criteria and standards can be presented in:

  • list format
  • table format
  • a combination of the two.

Table format

The most common format is a table where criteria and passing grade standards are defined.

Note: A fail grade column is not required, but some lecturers like to add it. It can be very helpful for the student to know what constitutes a Fail. It may also be mandated by your School or Faculty.

Criteria

HD

DI

CR

PS

Identification and explanation of issue-related assessment and/or intervention considerations for a client

Answer identifies and evaluates all core and some additional considerations for entry level assessment and/or intervention with the client, including identification, documentation, and integration of assessment and/or intervention data.

Answer identifies and analyses all core and some additional considerations for entry-level assessment and/or intervention with the client, including identification, documentation, and integration of assessment and/or intervention data.

Answer identifies and discusses all core considerations required for entry-level assessment and/or intervention with the client, including identification, documentation, and integration of assessment and/or intervention data.

Answer identifies and explains all core considerations required for entry-level assessment and/or intervention with the client, including identification, documentation, and integration of assessment and/or intervention data.

List format

A list format can also be used, with criteria listed at the top and a set of standards grouped under the grade heading. The criteria must be defined, not just the standards under each heading.

Criteria

  • Follows established criteria for the role of the mediator in the introduction to a mediation session.
  • Uses effective communication skills to explain the mediation process.
  • Adheres to practice standards & ethical obligations.

HD standard

  • Introduces the mediator, clearly identifies and welcomes the parties, sets boundaries and expectations, covers all the essential criteria to explain the mediation process in a manner that demonstrates in-depth knowledge of the set readings and provides evidence of further research, displays a calm, confident and purposeful manner.
  • Speaks clearly, displays confidence and self-awareness in posture, gestures, eye contact and vocal expressiveness, uses coherent, well-formed, grammatically correct sentences, uses neutral, non-judgemental and inclusive language that is appropriate to the audience.
  • Demonstrates extensive knowledge of practice standards and ethical obligations and transmits that in a transparent way to the parties.

DI standard

  • Introduces the mediator, identifies and welcomes the parties, covers all the essential criteria to explain the mediation process in a manner that incorporates the major elements of the set readings, displays a calm, confident and purposeful manner.
  • Speaks clearly, displays confidence in posture, gestures, eye contact and vocal expressiveness, uses well-formed, grammatically correct sentences, uses neutral, non-judgemental language.
  • Demonstrates thorough knowledge of practice standards and ethical obligations.

CR standard

  • Introduces the mediator, identifies the parties, covers all the essential criteria to explain the mediation process in a manner that incorporates elements of the set readings, displays a calm, confident, purposeful manner.
  • Speaks clearly, displays confidence in posture, gestures, eye contact and vocal expressiveness, uses grammatically correct sentences.
  • Demonstrates knowledge of practice standards and ethical obligations.

PS standard

  • Introduces the mediator, identifies the parties, explains the mediation process in a straightforward manner that demonstrates an awareness of the set readings
  • Speaks clearly
  • Covers at a minimum confidentiality, impartiality and voluntariness of the mediation process

Table/list format combination

The list format can also be used in a combination list and table where the criteria are listed at the top and the grades and standards are in a table.

Criteria

  • Demonstrates knowledge and understanding of the role of race and racism in health care provision.
  • Selects and uses appropriate terminology and respectful language (Professional Communication).

HD

DI

CR

PS

The role of race and racism in health care provision and how race and racism contribute to the current health status of Indigenous Australian peoples have been critically examined.

The role of race and racism in health care provision and how race and racism contribute to the current health status of Indigenous Australian peoples have been explained.

The role of race and racism in health care provision and how race and racism contribute to the current health status of Indigenous Australian peoples have been described.

Outlines broad and relevant content on the role of race and racism in health care provision and how race and racism contribute to the current health status of Indigenous Australian peoples.

All language and terminology uses are appropriate and informed.

Language and terminology choices allow for diversity and do not ‘generalise’ Indigenous people or cultures.

Accompanies any racial or historical terms used with an explanation.

Mostly avoids common terminology issues. Uses appropriate non-racial terms to describe groups of people.

Include details not covered in the task description that specifically relate to presentation. For example:

  • document format (e.g. Word, PDF)
  • cover sheets
  • font size
  • layout
  • referencing style (if not stated in the Task or Requirements sections).

Examples

  • Assessment tasks should be submitted on EASTS as a Microsoft Word document. Do not submit as a PDF document.
  • The first page should contain your name, student number, subject code, word count and due date. Please use 12 point font and avoid the use of fancy templates with added colour or graphics.
  • Lines should be double spaced.
  • The assessment tasks should be within +/- 10% of the word limit. The word count is taken from the first word to the last word and includes quotes. Quotes must comprise less than 10% of the total word count.
  • Proof-read your work to make sure it's free of spelling, grammar and punctuation mistakes. Use language that is appropriate for academic and professional tasks. Ensure you use respectful and appropriate terminology.
  • Your reference list should contain all source documents that you refer to, quote or paraphrase from. It must conform to the APA referencing style.

This section should include any other requirements for the assessment. For example:

  • submission requirements
  • pass requirements
  • dress requirements for work placement or laboratory-based assessments
  • required referencing style (and a link to a source such as the academic referencing tool) if not already detailed in previous sections.