Supervised assessment - integrated option

The integrated approach to supervised assessment

Integrated supervised assessment builds on an existing product-based assessment task (such as an essay, report, design, or performance) by adding a short, authentic, supervised element.

The product demonstrates the student’s ability to create, research, or produce, while the supervised component provides direct evidence of authorship, understanding, and applied capability.

This approach strengthens assurance of learning by combining the depth of a product with the authenticity of live verification. Both aspects are considered together equally when evaluating student performance, meaning a student must demonstrate capability in the product and through the supervised element.

Integrated supervised assessment is most effective when:

  • The product alone cannot fully guarantee authorship or depth of understanding.
  • The discipline requires students to explain, justify, or demonstrate their decisions and processes.
  • Verification can be achieved in a short, targeted interaction without adding substantial workload.
  • Reflection, reasoning, or adaptability are key capabilities being assessed.

Below are examples of integrated supervised assessment types, including what they involve, when to use them, and example prompts that elicit evidence of learning.

Integrated supervised assessment options

  • Pick the main product: what students will create/submit. This could be based on an existing assessment task.
  • Add a supervised element: short, authentic verification aligned to the discipline.

Both aspects of the assessment are used to make an evaluation of the student’s learning with enhanced assurance.

Supervised elements

What it involves:

3–5 mins of questioning about key choices in the artefact/performance.

When to use:

After submission of reports, designs, artworks, portfolios, or recorded performances.

Example questions:

  • Why did you choose this approach/technique?
  • What was the most challenging decision in creating this work?
  • How would you improve this artefact if you had more time?

Key words:

Design choices, rationale, decision-making, authorship

What it involves:

Short viva where the student reflects on their process, learning, or decision-making.

When to use:

After submission of an artefact, performance, work placement or project.

Example questions:

  • What did you learn from doing this task?
  • Which part of the process helped you understand the content best?
  • If you were to do this differently, what would you change?

Key words:

Metacognition, process, reflection, learning growth

What it involves:

Oral questioning testing the conceptual knowledge underpinning the artefact/performance.

When to use:

Works with essays, reports, lab work, designs, or creative outputs.

Example questions:

  • Which theory or concept underpins your work?
  • How does your solution connect to the course material?
  • What alternative approaches could also apply here?

Key words:

Concepts, theory, application, understanding

What it involves:

Student demonstrates or explains how they performed a practical/technical skill, followed by brief questioning.

When to use:

Clinical/health tasks, labs, coding, creative production, applied skills.

Example questions:

  • Can you show me how you did this step?
  • What safety/accuracy checks did you use?
  • Why is this method/technique appropriate here?

Key words:

Demonstration, applied skills, technique, competence

What it involves:

A problem-solving exercise completed in real time to elicit underpinning knowledge.

When to use:

Pair with essays, reports, or performances where content mastery must be demonstrated.

Example questions:

  • Here’s a new problem – how would you approach it?
  • Can you explain your reasoning step by step?
  • What would you do differently if the conditions changed?

Key words:

Problem-solving, reasoning, transfer, application

What it involves:

Student analyses a case (provided or chosen), then defends or extends their analysis in a short viva or applied task.

When to use:

Where application of theory to authentic scenarios is central.

Example questions:

  • How did you decide on your recommended solution?
  • What alternative options did you consider and why?
  • If the facts of the case changed, how would that affect your analysis?

Key words:

Application, problem-solving, transfer, decision-making

What it involves:

Student explains how tools, software, or AI were used in the process.

When to use:

Any task where digital tools are core to production (e.g., design, programming, teaching).

Example questions:

  • Which tools or AI did you use in completing this task?
  • How did this tool change your approach or thinking?
  • What limitations did you encounter using this tool?

Key words:

Technology use, transparency, AI, digital literacy

What it involves:

Student explains how they selected, interpreted, and applied sources, and how these shaped their work.

When to use:

Any task where sources are central to the learning process.

Example questions:

  • Which sources were most influential in shaping your work?
  • How did you evaluate the credibility of these sources?
  • Were there any perspectives missing in the literature you reviewed?

Key words:

Evidence use, scholarship, evaluation, critical reading

Product assessment examples

Assessment TypeWhat it InvolvesWhen to UseKey Words
Essay Structured, extended written argument with introduction, body, conclusion. To assess critical thinking, argumentation, synthesis of evidence. Argument, thesis, analysis, discussion
Research Report Structured report presenting research aims, methods, results, and discussion. When assessing research skills, methodology, and academic writing. Methods, results, analysis, discussion
Lab/Practical Report Written documentation of experimental methods, results, and interpretation. For scientific/technical inquiry and accuracy. Methods, results, analysis, conclusion
Business/Industry Report Professional-style report (e.g., market analysis, business case). To simulate workplace practice and test application of discipline knowledge. Findings, recommendations, stakeholders, context
Case Study Analysis In-depth written analysis of a scenario, applying theory to practice. For applied knowledge, evaluation, and decision-making. Scenario, application, evaluation, solutions
Policy Brief Concise, evidence-based document recommending policy action. When assessing ability to apply research to practice and persuade. Policy, recommendation, advocacy
White Paper / Position Paper Extended industry/organisational report that frames an issue and proposes solutions. To assess persuasive, evidence-based writing for external audiences. Issues, solutions, recommendation
Proposal / Grant Application Persuasive plan for research, project, or funding, often with budgets. To assess planning, innovation, and persuasive writing. Proposal, justification, outcomes, budget
Professional Communication Workplace text types (e.g., memos, briefing notes, executive summaries). When developing concise communication for decision-makers. Concise, briefing, stakeholders, key points
Annotated Bibliography Summaries and evaluations of sources. To develop research literacy and evaluative skills. Source, critique, relevance
Literature Review Critical synthesis of scholarly research. To assess advanced research and synthesis skills. Synthesis, critique, evidence
Reflective Journal Reflective entries linking experience to theory. For self-awareness, professional growth, metacognition. Reflection, insight, growth
Portfolio (Written + Artefacts) Curated work samples with reflection/analysis. To demonstrate progression, breadth, and applied learning. Compilation, evidence, reflection
Creative Writing (Academic Context) Original work such as story, script, poem, with critical commentary. In disciplines valuing interpretation and creativity. Narrative, originality, style
Presentation (Video) Structured spoken delivery, often with slides. To assess clarity, synthesis, audience awareness. Presentation, audience, visuals
Poster / Infographic Visual presentation of complex ideas in concise form. When visual literacy and communication are key. Visuals, concise, synthesis
Multimodal Digital Project Combining media (e.g., video, podcast, visuals + text). To foster creativity, digital communication, and multimodal literacy. Video, audio, visuals, storytelling
Blog / Wiki / Online Discussion Interactive digital writing for audience/community. For engagement, dialogue, collaborative learning. Interaction, reflection, community
Performance (Recorded) Performance in music, drama, OSCE, or clinical task. To assess demonstration of competence, creativity, or practice. Demonstration, practice, authenticity
Conference Paper / Online Conference Academic-style oral delivery, often with Q&A. To prepare for professional dissemination of research/ideas. Conference, dissemination, professional
Research Project A substantial investigation (often smaller in scale than a thesis) that applies research methods to a specific problem or question. Typically includes a proposal, literature review, data collection/analysis, and written report or article-length output. In upper-level undergraduate or coursework master’s programs to develop independent inquiry, research design, and applied problem-solving skills without requiring a full thesis. Research design, investigation, data analysis, applied, project report, independent inquiry
Thesis / Dissertation A substantial, original piece of independent research, usually book-length, that demonstrates mastery of a field and contributes new knowledge. Involves literature review, methodology, data collection/analysis, discussion, and conclusions. At the culmination of honours, master’s, or doctoral programs to assess research capability, academic writing, critical thinking, and contribution to the discipline. Original research, methodology, contribution, scholarly, extended writing, defence/viva