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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.
Keep the following things in mind as you design your assessment task.
Students should be able to clearly see:
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.
What sort of data or information will students need to succeed? Think about:
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.
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:
Assessment tasks can be marked using either a numerical value (percentage) or a satisfactory (SY)/unsatisfactory (US) grading scale. This information may also be used by other CSU systems, e.g. EASTS, grading, etc.
If you select a numerical value (percentage), you'll need to develop standards of performance along the University’s grading system of HD-PS.
You can use a SY/US grading scale when there's no numeric value ascribed to the assessment.
When using SY/US, you need to think carefully about the overall subject pass requirements. For example, if a student is marked as unsatisfactory can they pass the subject? 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:
This information may also be used by other CSU systems, e.g. EASTS.
Courses should ensure that some subjects include an early assessment task. As far as possible, these subjects should be:
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:
There are a number of options for submission. EASTS (online) is the default for assignment items but students can also submit in other ways – for example, via an Interact 2 activity.
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:
For more information on designing tasks, refer to:
In the referencing section, you should clearly state:
You may also want to provide:
Any variable dates should be detailed here or in another appropriate section within the assignment item.
Your rationale should:
Where applicable, you may also with to explain how the task relates to:
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.
Marking criteria and standards can be presented in:
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.
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.
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.
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.
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:
This section should include any other requirements for the assessment. For example: