Assessment

Assessment

Teaching Principles

Encourage active learning
Give prompt feedback

What can I use?

A page dedicated to each ASSESSMENT TASK with:

  • A link to a PDF of the subject outline optimised for easy online review or printing
  • This section could provide a table of all the assessment tasks showing links to learning outcomes; dates; weightings.
  • Further detail for each assessment task including links to readings; case studies; data and so on.
ePortfolio

A portfolio is established for each course to allow students to collate evidence of how they meet the course learning outcomes, for example Mahara

Online submission

There is a set up for submission (as appropriate), for example Assignment tool in Moodle; Turnitin.

Online gradebook

SMP; Gradebook or other university portals can be used to publish task marks and feedback

Learning analytics dashboard

SMP; Cube or other university portals can be used to provide performance data for students

DLT Category

Assessment

DLT Element

Assessment instructions

Show

Title

Practical assignment – real world task

Source

PRMM301 – Public Relations Campaigns

Why was it done

To give students the opportunity to participate in an authentic public relations task for coverage of a real event. Although the Code of Practice Teaching and Assessment (COPTA) mandates criteria for assessment be included in the subject outline, including information in a different format can be useful in aiding student understanding.

What was done

A communication centre was established for a real event, the ClubsNSW Academy Games. Students worked in pairs to organise and conduct an interview with a selected athlete or team. Students were also allocated roles within the communications centre to manage coverage of the event.
Practical assignment – real world task

How was it done

4-5 hour turnaround from interview to story – marks allocated for turnaround deadline.
Plan and research – survey instrument developed and submitted to Moodle assignment.
The interview – marks allocated for conducting interview which was uploaded to YouTube.
Media Release or Web Story – marks allocated for completing media release which was uploaded to event website.
Partner review – marks allocated for review of partner’s work which was uploaded to Moodle assignment.

Evaluation/Feedback

Not yet evaluated

Moodle 2.5

DLT Category

Assessment

DLT Element

Assessment criteria and standards (rubric)

Show

Title

Individual reflection marking criteria

Source

PRMM301 – Public Relations Campaigns

Why was it done

To provide staff and students with consistent and transparent marking criteria for a reflective assessment

What was done

A rubric was developed using Moodle advanced grading option (rubric) and the rubric was linked to the Moodle assignment in the assignment settings.
Individual reflection marking criteria

How was it done

 

  1. Create the Moodle assignment.
  2. Click on the assignment title.
  3. Go to Administration – Advanced Grading.
  4. Select Rubric from the drop down menu.
  5. Click on Define new grading form from scratch and fill in the fields.
  6. Open the Moodle assignment settings and select the rubric as the grading method.
  7.  

Evaluation/Feedback

Not yet evaluated

Moodle 2.5

DLT Category

Assessment

DLT Element

Assignment dates (in activity description)

Show

Title

Showing assignment dates in activity description (Moodle)

Source

LTC

Why was it done

Showing the date due in the activity description provides students with a visual reminder when they log into the site and to that section.

What was done

Showing assignment dates in activity description (Moodle)

How was it done

The dates were added to the description box, located under the name of the activity. The “Display description on site page” was enabled, so that the description would display just below the link to the activity or resource.

Tip: If you use this method, be sure to alter the description each semester to ensure that the dates match that session.

Evaluation/Feedback

Not yet evaluated

Moodle 2.5

DLT Category

Assessment

DLT Element

Online submission and return of work with feedback (where appropriate)

Show

Title

Student access to grades and feedback for submissions in Moodle

Source

LTC

Why was it done

To improve management of submitted assessments and to improve quality and consistency of feedback to students.

What was done

Students access graded submissions for a subject via the Grades link in the Administration block.
Student access to grades and feedback for submissions in Moodle

Students access grades and feedback via User Report in Moodle Gradebook.
Student access to grades and feedback for submissions in Moodle

How was it done

Moodle Gradebook

Evaluation/Feedback

Not yet evaluated

Moodle 2.5

DLT Category

Assessment

DLT Element

Online Gradebook

Show

Title

Student View of Online Gradebook

Source

EDU

Why was it done

To give students access to online assessment grades

What was done

If permission has been granted within a subject site, students can access their grades for online assessments via the Grades link in the Administration block.
Student View of Online Gradebook

The Grades link will display a list of online assessment items, a grade for each item and feedback that has been provided via the online gradebook.

Please note: Students will only see the items made available to them. The Moodle gradebook has options for showing and hiding assessment items to students.
Student View of Online Gradebook

How was it done

When an online assessment item is created in a Moodle site, e.g. a Turnitin assignment, the item will appear in the Moodle gradebook. When grades and feedback are added to the assessment item, they are also added to the gradebook where students can access and view them if permission is granted. Options for showing and hiding assessments and grades could be in the assessment settings and/or in the Moodle gradebook.

Evaluation/Feedback

Not yet evaluated

Moodle 2.5

DLT Category

Assessment

DLT Element

Structured interaction with portfolio

Show

Title

Reflective journals in Mahara

Source

LTC

Why was it done

Fosters the possibility of open formal-informal student centred learning spaces (students as co-learners), integrated with formal learning practices

What was done

Reflective journals in Mahara

How was it done

Use of the Mahara assignment activity, prompting students to explore and use Mahara for journaling/blogging. The assignment requires a Mahara page be submitted in Moodle.

Evaluation/Feedback

 

Mahara 1.8

DLT Category

Assessment

DLT Element

Revision materials

Show

Title

Revision materials

Source

EESC201

Why was it done

Providing revision materials to students allows them to reflect on the subject and to identify areas for concentrated effort prior to assessment tasks.

What was done

During the practical lab activity each student group rotates between the following three activities: examining rock specimens using a microscope; handling the rock specimen; and, calculations. A practical activity book is completed for each of the three activities. Following the practical, the completed practical book is posted in Moodle. Students access the completed resource to self-check their understanding of the concepts. This valuable feedback can be used for revision prior to assessment tasks.
Revision materials
Picture 1: Chronological list of practical activity answers

Revision materials
Picture 2: Worked practical example showing correct answers

How was it done

A copy of the practical manual with the correct answers included was saved as a pdf file and uploaded to the Moodle site

Evaluation/Feedback

Not yet evaluated

Moodle 2.5

DLT Category

Assessment

DLT Element

Practice submission

Show

Title

Practice submission: Quizzes and Assignments

Source

LTC

Why was it done

There are a number of reasons to provide practice quizzes for students to complete prior to an assessment:

  1. Practice quizzes with questions relating to course content allows students to gain an understanding of question types and feedback prior to attempting the actual assessment.
  2. Provides students with an opportunity to test the online submission of quizzes and/or assignments prior to the assessment task

What was done

Practice submission: Quizzes and Assignments

How was it done

A practice quiz and an assignment dropbox were created and placed directly above the actual assessment task

Evaluation/Feedback

Not yet evaluated

Moodle 2.5

DLT Category

Assessment

DLT Element

Capacity for online peer assessment

Show

Title

Peer feedback Assessment Tasks

Source

MGMT901 – Fundamentals of Management

Why was it done

To improve writing skills and give students the opportunity to learn how to give feedback in a professional context

What was done

Students provide numeric and written feedback on classmate’s essays

Peer feedback Assessment Tasks

How was it done

The peer assessment tasks were created using the Workshop activity in Moodle. Students submit their essay, peer reviewers are allocated to review the submissions, reviewers provide feedback via a marking guide, marks for submissions and reviews are calculated automatically and the teacher can review and adjust if required.

Evaluation/Feedback

Students evaluated this activity in Autumn 2014

Feedback Results

Moodle 2.5

DLT Category

Assessment

DLT Element

Capacity for online group assessment

Show

Title

Assessment 1 – Part B - Group Reflective Journal

Source

PRMM301 – Public Relations Campaigns

Why was it done

To enable monitoring, review and feedback for group tasks

What was done

A nominated group member submits a report of project tasks, feedback is provided in a rubric and submission with feedback is returned to each group.
Assessment 1 – Part B - Group Reflective Journal

How was it done

Groups and groupings created in Moodle Groups tool and students allocated to a group based on pre-determined group allocations. Groupings allocated in the Moodle assignment settings.

Evaluation/Feedback

Unknown

Moodle 2.5

Last reviewed: 21 March, 2016