Download Learning outcome categories and assessment

FACULTY OF SCIENCE, ENGINEERING AND BUILT ENVIRONMENT
Guide for drafting and using learning
outcomes in courses, units and assessment
Internationally, focus has turned to articulating learning outcomes for higher education students.
This shift has been happening for over a decade, and has been understood as being ‘best practice’
in the field of curriculum design for ensuring the quality of courses and programs. Essentially, it
involves shifting focus on what a course (or program) might do, to what a student might do as a
result of undertaking that course or program.
Increasing accreditation requirements, introduction of Higher Education Standards Framework, and
TEQSA’s regulatory role in implementing and quality assuring academic courses and teaching and
learning, means that articulating learning outcomes for students is now becoming part of the regular
work of any teaching academic.
At Deakin, course enhancement commenced late 2012. It is a major initiative within Deakin’s LIVE
the Future: Agenda 2020. It is designed to ensure that courses are enhanced to enable graduates to
be highly employable through unit and course experiences that are personal, relevant and engaging
wherever learning takes place—on campus, in the cloud, in industry settings.
In stage 2 of the course enhancement process course teams are required to draft and ensure that
 Course learning outcomes and standards are aligned with Deakin’s Graduate Learning
Outcomes, professional accreditation requirements and standards, and relevant AQF
specifications
 Each course has clearly articulated paths of outcome and attainment, with developmental
scaffolding
 Unit learning outcomes are aligned with course learning outcomes
 Unit assessment tasks are policy compliant and aligned with unit learning outcomes
assessment and feedback are best practice and include an appropriate mix of authentic
tasks, work-integrated learning, and peer and self-assessment, to promote evidence for
employability.
We have assembled this guide to assist you in the process of articulating learning outcomes and
embedding outcomes in assessment task description for evidencing learning outcome attainment.
In Table 1, (page 2) you will find categories of learning outcomes. The categories of learning
outcomes listed in this guide are aligned with National Threshold Learning Outcomes for Science.
Action verbs under each category are listed from lower order to higher order learning, however,
there will be occasions where a particular verb course be construed as higher or lower order
learning depending on the task at hand. These verbs can be use to
 Describe course level and unit level learning outcomes,
 Develop assessment description and explain the activity expected of students in assessment
tasks
 Explain evidence of learning outcome attainment
Example assessment techniques that is suitable for reliably measuring student demonstration of
learning outcome attainment for each category is identified in Table 2 (page 3). A brief description of
the student activity in completing these assessment tasks is provided for application in the context of
units within courses.
Table 3 (page 4 onwards) provides examples for how learning outcomes can be applied and
unpacked in the description of assessment tasks across various year levels, indicating the level of
learning outcomes attainment expected of students. Some examples are drawn from disciplines
outside of Science to provide a diverse array of selection for use within the context of SEBE
courses.
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FACULTY OF SCIENCE, ENGINEERING AND BUILT ENVIRONMENT
Table 1 - Categories of learning outcomes
Following are major categories of learning outcomes and examples of action verbs that fit each category. When using these action words to write
learning outcomes or evidence of learning outcome attainment, please consider: what the learner is expected to know and do with the learning you
provide them; the conditions under which the learning is to be demonstrated; and the standards for minimum acceptable performance.
Acquiring knowledge
Enhancing cognitive
skills
Developing psychomotor
skills
To identify
To list
To define
To describe
To state
To name
To prepare
To recall
To express
To categorise
To chart
To rank
To distinguish
To explain
To outline
To inform
To label
To specify
To tell
To memorise
To reproduce
To recognise
To recite
To narrate
To visualise
To clarify
To reflect
To compare
To contrast
To catalogue
To classify
To examine
To evaluate
To forecast
To formulate
To investigate
To modify
To organise
To plan
To seek
To study
To translate
To differentiate
To analyse
To compute
To devise
To review
To synthesise
To relate
To group
To estimate
To edit
To demonstrate
To assemble
To adjust
To install
To draw
To operate
To detect
To locate
To isolate
To arrange
To build
To conduct
To manipulate
To solve
To draft
To perform
To classify
To construct
To extract
To apply
To design
To structure
To practice
To exhibit
To produce
To alter
LEARNING SUPPORT TEAM
Strengthening problemfinding and solving
capabilities
To propose
To practice
To enhance
To recognise
To clarify
To determine
To compose
To consider
To deconstruct
To confine
To discover
To uncover
To select
To analyse
To evaluate
To search
To categorise
To create
To simulate
To calculate
To examine
To change
To diagnose
To prioritise
To predict
To vary
Changing attitudes,
values, beliefs and
feelings
To challenge
To defend
To judge
To question
To accept
To share
To adopt
To advocate
To bargain
To collaborate
To endorse
To justify
To persuade
To resolve
To select
To dispute
To approve
To choose
To feel
To care
To express
To reflect
To protest
To manage
To control
To value
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FACULTY OF SCIENCE, ENGINEERING AND BUILT ENVIRONMENT
Table 2 - Assessment techniques by learning outcomes category
Acquiring knowledge

Closed-answer tests – students answer a set of standardised test questions developed by the lecturer. The test may consist of multiple-choice, true / false, matching and
sentence-completion items.

Formal exams – Students respond to a set of test questions (short, long, essay, multiple choice, problems) developed by the lecturer to describe, explain and present their
consolidated understanding of concepts and issues or solve problems.

Essays – Students respond in writing to one or more questions or problem situations. They may be asked to compare, discuss, analyse, evaluate, critique and apply their
knowledge to describe, explain, argue, synthesise or hypothesise.

Oral tests – Students orally respond to a set of questions individually or in groups.

Oral presentation – Students give a formal presentation to their peers or select audience on a specific topic area.

Self-evaluation forms – Students respond to structured or open-ended questions and describe their learning.
Enhancing cognitive skills

Case Studies – Students analyse and give alternative solutions to an event, incident or situation that is problematic. Case study assessment can be administered in oral or
written formats and can be either a group or individual exercise.

Concept maps – Students make diagrams and drawings that represent thought processes and connections between and among ideas and concepts.

Interviews – Students conduct individual or group interviews to demonstrate the ability to source information, collect data, critically analyse and evaluate a particular situation or
social issue.

Analytic memos / letters – Students write a memo or a letter responding to a real-life problem or issue that demonstrates their analytical abilities for example, work- related
issues, community problems.
Developing psychomotor skills

Performance – Students perform a skill, operation or practical task using specified and specialist equipment to demonstrate the ability to perform the task in predictable or
unpredictable situations. A clear statement of the required standards of performance should be used and agreed by all parties involved in the assessment process.

Observations – Students under the observation of an invigilator / assessor carry out a set of work-based and behavioural tasks to demonstrate the ability to differentiate, apply,
detect, operate, structure and perform. Clear standards and performance are set and agreed.

Product review – Students develop a product for examination by the lecturer, expert examiner or a panel of examiners. Examples include models, video clip, campaign, website
etc.
Strengthening problem finding and problem solving skills

Documented problem solution – Students document how they have solved a problem individually or as a group in an authentic or simulated context.

Audio and video taped protocols – Students audio or videotape the process of problem-finding or solving situation and present that evidence to substantiate their learning.

Reflective journals – Students are required to keep written reflective entries on how they solved / resolved specific problems and the processes they used in problem
identification and solving.

Computer based simulations – Students solve problems through computer simulations, coding and decoding, programming, simulating, building models and designing solutions
for a range of problems they encounter.

Observations – Students are observed by lecturers or expert examiners to ascertain whether useful and appropriate methods are being used strengthen the ability to identify and
solve a problem.

Oral defence – Students present their problem finding and problem solving strategies to peers, panel of experts or supervisor to demonstrate their ability to identify, analyse,
synthesise, hypothesise and postulate.
Changing attitudes, beliefs, values and feelings

Role playing – Students role play a situation, focussing on attitudes, beliefs, values and feelings. They express their beliefs and feelings, reason their values and attitudes and
demonstrate through role play how they defend their position, judge other’s positions, advocate, bargain or endorse views.

Closed ended tests – Students answer questions that focus on specific attitudes, beliefs, values and feelings. Although these tests are difficult to construct, they can provide a
very useful measure of personality traits and provide useful information as feedback. Care must be taken to ensure validity and reliability of the assessment.

Reflective journals – Students document in their journals two types of entries: one that describes an event or situation, and a second that focuses on their feelings and attitudes
about that event.

Free form writing – Students respond to a stem sentence or just write about a specific topic. The emphasis is usually on how they feel about a topic, situation or proposition.
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FACULTY OF SCIENCE, ENGINEERING AND BUILT ENVIRONMENT
Table 3 - Common assessment methods and Evidence of learning outcomes attainment
Assessment
method
Assessment
type and
mode
Evidence of learning outcome attainment
Basic / elementary level – Year 1
Intermediate level – Year 2
Specialised / senior level – Year 3
Written
assessment
Diagnostic /
formative
E.g., closedanswer tests,
Multiple choice
tests, short and
long answer tests,
Problem solving,
Essays, Keyfeature tests,
Formal Exams
Individual
The purpose of this assessment is to test
intermediate level understanding of
theories, facts, principles or practice.
Students respond in writing to a variety of
open-ended questions that require them to
generate answers spontaneously. They are
required to recall a broad domain of
knowledge (theory / practice) to
demonstrate a comprehensive and detailed
knowledge of major facts, concepts and
procedures addressed in course materials.
They demonstrate depth of knowledge
through computing solutions, recognising
and responding to a scenario, analysing a
phenomenon and presenting their emerging
professional viewpoint / judgement.
The assessment tests students’
proficiency, specialised understanding,
creativity and spontaneity. Students read
and understand a given scenario, problem,
data or situation in a topic / discipline before
responding to a variety of open ended
questions that require them to make
decisions, express their view point, solve
problems, create alternative solutions,
estimate costs, challenge a view point,
defend their position, argue their stance,
persuade targeted audience, postulate new
meanings and understandings.
Quiz
Diagnostic /
Formative
This assessment is designed for
students to develop and demonstrate
an informed historical perspective of a
concept / phenomenon … The
assessment is designed to test students’
basic level of knowledge and awareness in
… The assessment serves as both a
diagnostic and a formative instrument to
gauge students’ learning, academic writing
and to provide feedback for improvement.
Through their response to multiple choice
and short answer questions, students
demonstrate an emerging understanding
of concepts and ideas. They are tested on
their ability to recall, match, describe,
explain concepts and present a logical
sequence of ideas.
This assessment is designed to test
acquisition of knowledge. Students are
examined on their growing understanding
of … Used for diagnostic purposes, the
test focuses on individual students ability
to identify, define, describe, recall, clarify
and logically sequence concepts and
ideas. The emphasis is on how well
students remember facts and principles
regarded as fundamental knowledge.
Students respond to short answer
questions, calculations based on
numerical problems, mathematical proof
etc.
The open book online quiz assessment is
designed for students to demonstrate
their ability to work under time-pressure
while answering standardised questions.
Students demonstrate an intermediate level
understanding of core concepts, ability to
solve problems and formulate a viewpoint
following analysis and synthesis. The
questions are open-ended to allow students
to express their own constructions and
views. The students are required to
substantiate their views with evidence and
original arguments by relating to, and apply
theory / practice. Students are tested on
ideas (originality, relevance and logic) skills
(mechanics of academic literacies including
writing, spelling, punctuation and grammar)
organisation (format, structure and
presentation).
This column has been left blank
intentionally.
E.g., In class
(supervised) /
online
(unsupervised)
quizzes
Individual
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FACULTY OF SCIENCE, ENGINEERING AND BUILT ENVIRONMENT
Table 3 - Common assessment methods and Evidence of learning outcomes attainment
Assessment
method
Assessment
type and
mode
Evidence of learning outcome attainment
Basic / elementary level – Year 1
Intermediate level – Year 2
Specialised / senior level – Year 3
Case study
Formative
E.g., group
research and oral
presentation,
problem solving,
written report,
management plan
Individual /
pair / group
This assessment is designed to test
students’ growing reasoning,
analytical and problem solving skills.
They are exposed to a problem or
problematic situation about … and are
required to work in pairs or small groups
to identify options, problem solve, or
manage the given event, incident or
situation. In presenting their management
strategy orally to their peers / expert
examiner and defending their position,
students demonstrate their ability to
investigate information, compare and
contrast variables, examine the situation,
evaluate suitable options, formulate
strategies or solutions to problems.
Solutions and strategies are original or
innovative without loosing feasibility.
The purpose of this assessment is to
assess a student’s competence,
professional responsibility, judgement,
problem-solving, and decision-making
skills. Students must argue orally (or in
writing), for (or against) a case about, for
example, a social / ethical problem and its
impact on the society. They are assessed on
their senior-level abilities, including the ability
to judge how well they persuade a range of
audience through their discussion of the
known, unknown or unexplored elements of
the case, identifying major issues, facts,
evidence, estimates etc., with discrimination
but without distraction by irrelevant material to
group, relate, apply, analyse and synthesise
their findings to forecast social / ethical
implications.
Concept maps
Formative
This assessment is designed for
students to demonstrate reasoning skills,
critical analysis and decision-making
skills at an intermediate level. Students
are given a problem scenario and are
required to work as a group to investigate
the causes and consequences of that
problem. As a group they assume various
team roles to research information, collect
data, use appropriate methodologies to
analyse data and present their findings and
recommend solutions to manage the
problem. Students are assessed on their
ability to work as a group and the solution
they generate as a group. Self and peer
assessment are used to assess
collaboration and contribution to device an
effective management strategy presented as
a written report.
This assessment is designed for
students to demonstrate the ability to
work productively and collaboratively
with others in a group. Students are
required to draw concept maps to
communicate their intermediate level
understanding of concepts and ideas in /
about … and the relationship between them.
They demonstrate the ability to challenge,
defend, judge and question the perspectives
of other groups by constructively critiquing
the way objects, events, and situations are
grouped, linked or joined together and the
way they are structured in the hierarchy.
Students demonstrate collaboration by
working as a group, but compete with other
groups for optimum results.
Individual /
pair / group
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This assessment is designed for
students to demonstrate a visual
representation of thought processes
and connections between and among
ideas. Students must organise, structure,
group, classify, translate, analyse,
design, model and synthesise
information, ideas and concepts to
demonstrate a foundational
understanding. Working in pairs, students
demonstrate their ability to cooperate,
make diagrams to effectively
communicate their understanding of
concepts in / about … and emerging
knowledge of relationship among
concepts by using appropriate
terminology, labels and notations.
This assessment tests a student’s ability
to communicate their ideas creatively and
spontaneously to a panel of experts / lay
persons in a given short duration of time.
Students are required to develop visual
representations and orally present a
persuasive argument or make a case of their
comprehensive understanding of a specialist
topic area for example, their treatment plan
following a diagnosis, a systems perspective
etc. They are assessed on their ability to
explain the structure of their ideas, and map
its relationships and hierarchy to explore new
meanings, themes or framework to explain
complex concepts clearly and succinctly.
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FACULTY OF SCIENCE, ENGINEERING AND BUILT ENVIRONMENT
Table 3 - Common assessment methods and Evidence of learning outcomes attainment
Assessment
method
Reflective
journal
Assessment
type and
mode
Formative
Individual
Reports
Formative
E.g.,
Coursework
Portfolio,
Research report,
scientific report
Individual /
group
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Evidence of learning outcome attainment
Basic / elementary level – Year 1
Intermediate level – Year 2
Specialist / senior level – Year 3
The purpose of reflective journal is
for students to develop critical
reasoning and purposeful reading
and writing skills. Students are
required to read key articles about a
seminal topic and prepare a written
reflective summary of the reading
material. The assessment is used to
reinforce a deep approach to learning
and emphasises the development of
academic literacies. Students are
tested on their ability to develop strong
responses on the topic. They
demonstrate basic ability to reflect by
making text-to-self, text-to-text or textto world connections and describing
those connections by including
personal opinions, thoughts and
feelings in their response.
This assessment is designed for
students to demonstrate written
communication skills. Students
submit short papers summarising their
exploration, evaluation and appraisal
of a reading on an issue or topic of
interest. Students must communicate
their emerging understanding,
reactions, and viewpoints, through a
written report (or research proposal,
memo, letter) by clearly presenting a
conceptual overview in context of the
discipline to demonstrate the ability to
source and apply information.
Reflective journals are used for assessing
students ability to observe, recall incidents,
note take, summarise, find relationships and
patterns of occurrences, deduce learning
goals and plan learning. Students demonstrate
intermediate reflective processes by applying
unbiased, objective perspectives to analyse a
work-based learning situation in which they have
been an active participant, think on their feet,
think retrospectively and discuss their plan for
action in the future, with reference to literature,
practice principles, and experience to manage
similar predictable or unpredictable situations in
the future.
The purpose of this assessment is to deepen
the quality of learning by allowing students
to take responsibility and self-direction.
Students present a reflective journal as
evidence of reflective thinking. They describe an
issue or experience by exploring or critically
analysing the sequence of events. Turning
experiences into learning opportunities, students
demonstrate their understanding of their own
learning process, professional practice or the
professional self in practice. They are assessed
on their senior-level ability to write a meaningful
personal reflection that is well structured, clearly
stating the process of problem identification,
action / response taken and decisions formed
with a focus on personal behaviour. They
demonstrate high-level reflection by critically
reflecting on and challenging their personal
biases, values, and beliefs.
This assessment is designed for students to
demonstrate confidence in communicating
perspectives and viewpoints. Students
demonstrate confidence by presenting evidence
of familiarity with collecting information and
resources, conducting experiments and
research using appropriate technology and
methods, and presenting their findings and
conclusions in a written report format. They
demonstrate specialised understanding of the
topic area by presenting an analysis of literature,
compiling a list of bibliography with an electronic
library and identifying and challenging conflicting
viewpoints. They also demonstrate their
unbiased analysis skills by discussing their
findings and exploring its implications.
This portfolio assessment is designed for
students to learn self-reflection. Through their
portfolio, they communicate their growth and
confidence in a particular field of study. They are
tested on their ability to reflect on their learning,
think critically, make judgements, develop an
argument and evaluate concepts and logical
sequencing of ideas at an intermediate level.
They must present their report in a clear and
concise manner using appropriate technology,
material, vocabulary and evidence to justify their
claims, knowledge of concepts or application of
methodologies or skills to identify and solve
problems.
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FACULTY OF SCIENCE, ENGINEERING AND BUILT ENVIRONMENT
Table 3 - Common assessment methods and Evidence of learning outcomes attainment
Assessment
method
Laboratory
experiments
Assessment
type and
mode
Formative
Individual /
pair
Group project
Formative
Group
LEARNING SUPPORT TEAM
Evidence of learning outcome attainment
Basic / elementary level – Year 1
Students demonstrate the ability to
carry out a pre-defined experiment
safely, collect the required
experimental data, analyse the data to
obtain meaningful results, and then
present this information in an
appropriate and concise manner. The
intent is to reinforce the theory gained
in lectures with practical experience.
Assessment for each experiment is
based on the quality of the resultant
data, foundational level understanding
and correct interpretation that the
student must demonstrate in
answering related questions.
Students demonstrate growing ability
to work as a group to complete an
allocated project. Students are
provided with the specifications of the
project along with the rules and
responsibilities of working as a group.
They are assessed on the quality of
their contribution through individual
work as well as various team roles
and responsibilities they take to
complete the project. Students must
keep reflective journals, minutes of
supervised and unsupervised
meetings and communication logs.
Intermediate level – Year 2
Students demonstrate intermediate level
cognitive and technical skills by choosing
appropriate scientific methodology to
safely conduct an experiment, solve a
practical problem or devise an
intervention. They are assessed on their
ability to perform procedures, take
readings, use equipment, follow protocols
and carry out instructions. Students are
required to clearly articulate a rationale
for their chosen methodology and justify
their choice for the conditions under
which they perform the experiment.
Students formulate hypotheses through a
written report that includes data, analysis
and explanation of findings.
This group project assessment is
designed for students to strengthen
and demonstrate teamwork skills,
communication skills and
responsibility. Students work as a team
to locate, collect and critically analyse
information and design a product that
meets required specifications in order to
complete the project successfully.
Students are assessed on the quality and
simplicity of their design alongside their
ability to synthesise complex concepts
and ideas using a systems approach at
an intermediate level. They are also
required to present material evidence to
substantiate results, findings and
conclusions as well as their initiative and
ability to work as a team and assume a
variety of different responsibilities.
Specialised / senior level – Year 3
Students present a specialised conceptual
understanding of the relationship between theory
and practice using higher level reasoning skills and
practical competence. They demonstrate technical
and manipulative skills through precision use of
laboratory equipment, tools, materials and computer
software. They present a high level understanding of
the laboratory procedures, including health and
safety and scientific methods and a deep
understanding of abstract concepts and theories
gained by experiencing and visualising them as
authentic phenomena through scientific enquiry and
problem solving. Students must test hypotheses,
draw conclusions and communicate processes,
outcomes and their implications in written or oral
forms.
This assessment item is designed to assess in
teamwork, accountability, responsibility and
professional judgement. Students must design a
campaign in a topic of interest, for example obesity.
They calculate whether or not a given diet is
balanced by working as a team to locate, critically
review and synthesise information about various
components of food and exploring its functions in
human body. Students develop a campaign as a
group and apply their professional judgement to
suggest improved intake of food. Students’
professional communication and counselling skills
are also assessed through their campaign. Through
self, peer and expert assessment and client
feedback, students are assessed on their ability to
judge how well to persuade a given group of people
(simulated clients who portray complex characters)
to change their dietary habits, while taking in to
consideration their beliefs, values, social and
economic status and access to resources.
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FACULTY OF SCIENCE, ENGINEERING AND BUILT ENVIRONMENT
Table 3 - Common assessment methods and Evidence of learning outcomes attainment
Assessment
method
Assessment
type and
mode
Evidence of learning outcome attainment
Oral presentation
E.g., Seminar,
group
presentations
Summative /
formative
Product review
Formative
This oral presentation assessment is
designed to elicit student learning of
purposeful communication skills. As
students individually present their speech,
they are assessed on their basic ability to
present the central message clearly and
succinctly focussing on their delivery
techniques (posture, gestures, eye contact,
use of their voice), language (vocabulary,
terminology and grammatical structure),
sequencing of ideas and identifiable
through processes (introduction, body of
speech and conclusion), and effective use
of support materials (illustrations, statistics,
analogies, quotations, information and
analysis).
This assessment is designed for
students to develop information literacy
and critical analysis skills. Students are
required to locate, collect and analyse
information about an animal food product.
They are tested on their ability to critically
evaluate scientific information such as its
ingredients, manufacturing process and
procedure, end of life, nutrition information
and quality. Students demonstrate critical
analysis skills by preparing and presenting
a report, taking into consideration the
recent developments, issues, concerns and
its implications in the field.
Group /
individual
Group /
individual
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Basic / elementary level – Year 1
Intermediate level – Year 2
This assessment is designed to help
students develop purposeful public
speaking and professional
communication skills at an intermediate
level. Students must present their views,
project or product in a seminar like situation
to a range of specialist and non-discipline
specific audience. They are assessed on
their ability to communicate ideas well by
using appropriate language, technology,
support material and evidence; to listen
carefully and tackle challenging questions
with professionalism and spontaneity, while
clearly and persuasively communicating
their view point when demonstrating project
findings or selling a designed product.
This assessment deals with knowledge
of pharmaceutical products and
overarching professional skills. Students
demonstrate knowledge of chemical entities
in a medication, and the use of devices for
the delivery of medications. Regular inclass assessment is designed to help
students develop knowledge and skills to
review a medication, identify the chemical
compound, dosage and the method for
dispense a drug, while recognising the
importance of clinical pharmacy services for
example, in patient care and the associated
acquisition and interpretation of knowledge
required for the dissemination of
information to patients. Students
demonstrate their emerging in-depth
knowledge and professional skills and orally
communicate their knowledge, skills and
attributes in-context through role-play
situations in the classroom.
Specialised / senior level – Year 3
The oral presentation is designed to assess
the originality and quality of the results of
student research project. Expert /
Independent examiners assess each student
for the substance of their presentation and
their ability to make a case. Through their
specialised problem solving and critical
analysis abilities, students must demonstrate
comprehensive understanding of their topic,
results and their implications for the discipline
and society as a whole. This is communicated
in forum using a format understandable to an
expert as well as lay audience, and using
appropriate technologies, materials and
vocabulary.
This column has been left blank intentionally.
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FACULTY OF SCIENCE, ENGINEERING AND BUILT ENVIRONMENT
Table 3 - Common assessment methods and Evidence of learning outcomes attainment
Assessment
method
Assessment
type and
mode
Evidence of learning outcome attainment
Basic / elementary level – Year
1
Intermediate level – Year 2
Specialised / senior level – Year 3
Interviews
Diagnostic /
Formative /
Summative
This assessment is designed for
students to demonstrate basic
communication skills,
interpersonal skills and
questioning techniques. Students
are assessed on their ability to
design open-ended interview
questions and conduct individual or
group interviews to source
information and collect data about a
particular situation or social issue.
They are also assessed on the ability
to establish rapport, discuss
concerns, take notes, and handle
challenging situations arising during
the interview and deal with sensitive
issues in an ethical and professional
manner.
This assessment is designed for students
to demonstrate communication skills at an
intermediate level. Through an interview
students must gather information that
identifies the relevant organ system(s)
responsible for symptoms, clarify the nature
of the pathological process at play and
characterises the social context of patient’s
illness, their concerns, their interpretations of
symptoms, beliefs and attributions and any
limitations of daily activities consequent upon
their illness. They are tested on their ability to
build rapport, listen attentively, note take and
precisely summarise, discuss concerns,
question appropriately and gather a detailed
description of the patient’s symptoms in a
professional and friendly manner to reach an
accurate diagnosis by focussing on the
symptomatology.
This performance test is designed to elicit
proficiency in conducting experiments,
executing a series of steps and following
instructions. Students demonstrate the
ability to accurately identify rhythmic
techniques. They demonstrate an
intermediate level understanding of the range
of rhythmic techniques used in compositions
by comparing and contrasting rhythmic
techniques of at least two composers by
presenting a persuasive argument with clarity
and coherence by identifying and analysing
how the rhythmic techniques and processes
contribute to the structure of the pieces and
what function they have in the compositions.
Assessment tests research skills, analysis of
This assessment requires students to
demonstrate professional, ethical and
responsible behaviour at a senior-level.
Students are assessed on their ability to
develop a high-quality focus group interview to
reveal a wealth of detailed information and
deep insights about a person or a particular
situation, execute the interview by creating an
accepting environment that puts participants at
ease allowing them to thoughtfully answer
questions in their own words and adding
meaning to their answers. Students
demonstrate the ability to communicate the
questions such that it nurtures spontaneous
disclosure. They are also assessed on the
ability to recruit and prepare participants,
devise invitations and collect data by skilfully
moderating the interview to generate rich
discussion.
This practicum assessment is designed to
mirror the real-world classroom teaching
experience. This final summative assessment
is administered following many formative
observation and feedback sessions between
the student and their supervising teacher.
Student teachers must follow instructions and
respond to real classroom situation. They
demonstrate their ability to design a lesson
plan, implement that plan, engage students in
learning, and assess their learning and
performance using a variety of objective
classroom assessment techniques. Students
demonstrate specialised competence to
perform the functions of a teacher ethically
alongside demonstrating an inclusive behaviour
towards all of their students.
E.g. Individual and
group interviews,
history taking
Performance
Individual /
pair
Formative /
Summative
Individual
LEARNING SUPPORT TEAM
This rhythmic composition
assessment item reinforces
student learning of foundational
aural skills and rhythmic
techniques. Students compose a
study for a small ensemble based on
key concepts, rhythmic techniques
and devices introduced in the course.
They demonstrate cumulative
understanding of musical coherence
through their use of logical and
aesthetic connection of elements and
structure. They must present their
composition using Sibelius or Finale,
which are leading music composition
and notation software predominantly
used in the music industry.
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FACULTY OF SCIENCE, ENGINEERING AND BUILT ENVIRONMENT
performance in an appropriate academic form
with citations and references.
Table 3 - Common assessment methods and Evidence of learning outcomes attainment
Assessment
method
Internship report
Assessment
type and
mode
Formative /
summative
Group /
individual
Thesis
Summative
Individual
Oral defence
Formative
Individual
Scientific poster
Formative
Group /
individual
Wiki
Formative
Group /
individual
Blog
Formative
Group /
individual
LEARNING SUPPORT TEAM
Evidence of learning outcome attainment
Advanced and Honours levels
The internship report is a substantial body of work that students complete after a stipulated period of placement in a workplace
under external supervision. Throughout the placement, students demonstrate application of knowledge and skills as well as ethical
practice when working with peers and clients. They must document their reflection and practice by writing about their application of
legislation, advanced communication skills, teamwork, and self-direction. Students synthesise their reflection by communicating their
advanced understanding of policies, procedures and structures within the organisation in which they undertook fieldwork. The
University’s liaison person assesses students twice during their placement at mid-placement and end of placement reviews. At these
reviews, students must articulate their learning and progress against the learning goals and objectives. Through these written
components, students demonstrate the capacity to plan tasks, report on the enactment of placement tasks, evaluate learning and report
accurately on professional capacity (from assessments made by self, Field Educator and University Liaison).
The research thesis is a large body of work, which requires students to independently produce a significant contribution to a
discipline of study with advice from their supervisor. Students are required to demonstrate advanced skills to identify key literature
from databases, synthesise and critically analyse published data to plan and undertake experimental testing. Student will also
demonstrate the ability to conduct experimental studies, collect data, analyse results and discuss these findings in light of published
literature. This is communicated in a written format understandable to an expert and layperson audience using appropriate technologies.
This formative assessment is subject to peer and expert feedback during seminar presentation.
The oral defence is designed to interrogate the results of student research project. Students demonstrate a comprehensive
understanding of their topic, results and their implications for the discipline and society as a whole through their advanced critical analysis
and problem solving abilities. They are assessed on their ability to present a convincing and reasoned scientific argument to an expert
and lay audience orally using appropriate technologies. This formative assessment underpins the thesis research methods and is subject
to peer and expert feedback.
This assessment is designed for students to demonstrate professional communication, analytical and synthesis skills and
research skills at an advanced level. Students prepare and present a project (or research study, artistic presentations, etc.) in a poster
form to their peers, expert examiner, or a panel of expert examiners, mimicking presentations at professional and scientific conferences.
Students are required to demonstrate the ability to collect, sort, analyse, synthesise and present information in text, graph, chart and
pictorial forms to captivate attention at the same time present information in a succinct manner.
This assessment is designed to assess advanced collaboration (teamwork), research skills, editing skills, initiative, originality,
communication skills and responsibility. Students work as a group (or individually) to choose an open-access, user written,
collaboratively edited digital / online knowledge database entry (such as Wikipedia), and expand and improve that entry. Students report
their knowledge of the topic and findings of their exploration / research, and demonstrate quality learning by identifying and removing
anecdotes and replacing them with evidence to substantiate claims, suggestions or recommendations. Students demonstrate ethical
research and originality by appropriately referencing and compiling a bibliographic list.
This assessment is designed to test the student’s ability to communicate their ideas, thoughts, values, and beliefs at an
advanced level. Students question, reason and critique others’ ideas respectfully and responsibly over digital media. They demonstrate
their ability to share knowledge and information by challenging their own biases, values, attitudes and beliefs, as well as those of others,
by using appropriate technology, blogging software and by separating reliable and valid information from a range of sources.
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