LTSE Assessment@JCU Assessment Methods

Assessment Methods


Every subject learning outcome must be assured through assessment.

Assessment methods within each subject must be the same across study modes and campuses, and have equivalent subject learning outcomes, weightings, and workload.

Assessment methods are purposeful and varied, and selected from written or oral, product/performance/presentation, or participation, or multi-method, or other, to reflect the subject learning outcomes, discipline and student needs, and levels of engagement.

JCU Assessment methods list (PDF, 97 KB) and below:

Methods are categorised as follows:

  • Written
  • Oral
  • Performance/Practice/Product
  • Participation
  • Multi-method – representing a combined option
  • Other – where no other method is selected.

The JCU Subject Outline Guide (PDF, 850 KB) lists assessment methods with explanations in Appendix A (page 19).

  • Abstract
  • Action plan
  • Annotated bibliography
  • Brief
  • Briefing paper
  • Business plan
  • Case notes
  • Case report
  • Case study analysis
  • Client report
  • Concept map
  • Critical appraisal/review
  • Critical incident analysis
  • Dilemma
  • eBook
  • ePoster
  • Essay
  • Examination (centrally administered)
  • Examination (College administered)
  • Field notes
  • Field report
  • Job application
  • Journal
  • Journal article
  • Learning plan
  • Lesson plan
  • Letter/memorandum
  • Literature review
  • Log/logbook
  • Manual
  • Media article
  • Medication calculation
  • Minutes
  • Peer assessment
  • Peer review
  • Poster
  • Problem task
  • Project plan
  • Project report
  • Proposal
  • Reflection/reflective task
  • Research report
  • Self-reflection task
  • Technical report
  • Test/Quiz
  • Thesis/dissertation
  • Tutorial task
  • Workbook
  • Debate
  • Elevator pitch
  • Guided discussion
  • Interview
  • Oral defence
  • Presentation
  • Viva
  • Clinical assessment
  • Clinical evaluation exercise (CEX)
  • Clinical placement performance
  • Creative performance
  • Creative work
  • Directly observed procedural skills (DOPS)
  • Exhibition
  • Internship performance
  • Manufactured component
  • Mini-clinical evaluation exercise (mini-CEX)
  • Model/artefact
  • Mooting/Moot court
  • Multimedia production
  • Multi-station assessment task (MSAT
  • Objective structured clinical examination (OSCE)
  • Portfolio
  • Practical assessment/practical skills demonstration
  • Professional placement performance
  • Prototype
  • Role play
  • Scenario-based learning activity
  • Simulation activity
  • Software development/creation
  • Website development/creation
  • Class participation
  • Observation
  • Online participation

The Subject Outline is used to indicate if multiple methods are to be used for assessment, what these multiple methods are, and the weighting applied to each component.

A multi-method assessment, for example, could include a written method and an oral assessment method.

The approach to group work assessment must be clearly communicated to students in the Subject Outline.

Group work may be assessed by giving the same mark for each group member, or by the combination of a whole group mark and an individual component.

Students must be provided with plans for alternative individual assessment where a Subject Coordinator has agreed the group will be disbanded.

Feedback, in formative and summative forms, is clear, explanatory and diagnostic, and focusses on students improving their practice in order to achieve learning outcomes.

Feedback on assessment items must be consistent with the criteria and scales published in the Subject Outline, and outlined in the rubric.

Feedback on assessment items is provided in a timely manner that is relevant to the length of a study period.

Feedback may be delivered face-to-face, in hard copy, electronically, through self-assessment, peer-review or part of a group review.