Designing assessment tasks which meet content and skills outcomes is more likely to generate enthusiasm for the assessment and encourage original work. Different tasks can also help students achieve graduate attributes and academic literacies while deepening their understanding of your course. Be creative and your students can reap the rewards! |
When setting assessment tasks, think about the outcomes you want your students to achieve. Is it content knowledge and recall, or critical thinking and high level information literacy skills? The following table shows a number of different assessment types, what outcomes the students should be aiming for, and the skills these tasks can develop.
Bloom’s revised taxonomy
Remembering | |
|---|---|
| Demonstrate knowledge and understanding through
|
Understanding | |
| Access and manage information through:
|
Applying | |
| Managing and developing their work through:
|
Analysing | |
| Perform procedures and demonstrate techniques through:
|
Evaluating | |
| Solve problems and develop plans through:
|
Creating | |
| Think critically and make judgments through:
|
Tips for setting assessment tasks
- Keep the goals of the course in mind
- Develop clear marking criteria for students to use when completing the task
- Scaffold students, particularly in their first year of study
- Model how to complete tasks in class
- Always feed forward – ensure your feedback and comments on the assessment can help them perform better in the next task!
Developed using resources from UNSW’s Assessment Toolkit
The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.