Assessment methods

Guidelines:

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) 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 list of assessment methods is incorporated as Appendix A of the JCU Subject Outline Guide.

Explanations of the assessment methods are available in the Subject Outline Guide.

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.