Activity 4. Assessment outcomes
Look at the documentation for the assessment you selected in the last two activities. What claims are made about its alignment with the following outcomes?
- Unit learning outcomes
- Overall course learning outcomes
- Graduate learning outcomes
- Professional accreditation requirements (if any).
If you cannot find this information, ask your Unit Coordinator how they think the task aligns with those outcomes, and how they communicate this information to students.
The following table illustrates assessment types that require different thinking skills matched to unit learning outcomes.
Table 1. Learning outcomes, student requirements and assessment options
| Types of learning: Learning outcomes | What is required from students? | Examples of assessment |
|---|---|---|
|
Thinking critically, making judgments
|
Development of arguments, reflection, judgment, evaluation
|
Essay, report, book review, debate, oral critique, blog posting
|
|
Solving problems/developing plans
|
Identify problems, define problems, analyse data, review, design experiments, plan, apply information
|
Problem scenario, group work, work-based problem, analyse a case, research paper, grant applications, studio proposals industry documents, design briefs
|
|
Performing procedures and demonstrating techniques, skills and competences
|
Computation, take readings, use equipment, follow laboratory procedures, follow protocols, carry out instructions
|
Demonstration, role play, make a video (write script and produce/make a video), produce a poster, lab report
|
|
Demonstrating knowledge and understanding (can be assessed in conjunction with the above types of learning)
|
Recall, describe, report, identify, recognise, recount, relate, etc.
|
Written examination, oral examination, multiple choice questions, mini tests, essays, reports, short answer questions, concept maps, mind maps
|
|
Managing/developing yourself, learning how to learn
|
Work co-operatively and, independently, be self-directed, manage time, manage tasks, take responsibility
|
Learning journal, ePortfolio, learning contracts, self-evaluation, group projects, peer assessment, reflections
|
|
Designing, creating, performing
|
Design, create, perform, produce, etc.
|
Design project, ePortfolio, presentation, prototyping, creative performance, creative artifacts, design briefs, prototypes, to scale models
|
|
Assessing and managing information
|
Information search and retrieval, investigate, interpret, review information
|
Annotated bibliographies, project, dissertation, applied task, data-based project
|
|
Communicating
|
Written, oral, visual, technical skills
|
Written presentation, oral presentation, discussions/debates/role plays, concept map, group work
|
Source: Adapted from Orientation to assessment standards (Nightingale, 1996), cited in http://www2.curtin.edu.au/cli/local/docs/Chapter9.pdf