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- international fieldwork
- Fieldwork conducted in an international setting.
Examples include archaeological field schools.
International field schools can vary in lengths (from 2 to 5 weeks) and assessment deadlines may occur before, during, or after the travel period.
Assessment may include an overall participation mark, fieldwork, journals, on-site presentations, and final research essays.
As this assessment format requires highly motivated, responsible students, student acceptance is ideally based on overall GPA and/or an interview process.
This assessment is well suited to summer semesters as it does not interfere with students’ normal schedules. This assessment requires staff to plan details well in advance.
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- interpreting
- Students listen to a speaker and are then students are marked on how effectively they convey the meaning of what the speaker said.
Interpreting assessments are most common in language studies but this assessment model could be adapted to any courses which seek to develop skills to effectively communicate orally in response to unfolding stimuli, reinterpreting messages for specific client needs, and liaising with stakeholders to deliver specialised oral (or written) outputs.
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- interview
- The collection of data by asking people questions.
Students could be asked to interview a research participant or a peer about a specified topic.
There are three different formats of interviews: structured, semi-structured and unstructured.
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- media production
- Assessments that require students to produce media.
Media can consist of video, audio, still images, or text.
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- media-based
- Assessment that is based on media (film, television, advertising, social media, etc). Assessment can involved the analysis or creation of media.
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- multimodal
- Multimodal assessments are assessments in which students combine different modes in their assessment (e.g. a written component and an oral component), or in which students can choose which mode they want to complete the assessment in (i.e. choosing one mode from a list of options provided by the course coordinator e.g. blog, editorial, documentary or essay).
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- object analysis
- Analysis of a set object.
Students could be asked to make observations about its form, draw meaning from the object, make comparisons to other objects or discuss its function.
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- object-centred learning
- Learning centred on a specific object (e.g. an artefact or assemblage).
The use of objects can act as multi-sensory “thinking tools” to promote learning and engagement.
Assessment can be based on the analysis of this object [see object analysis], or on a reflective piece inspired by theanalysis], or on a reflective piece inspired by the object.
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- Online
- A teaching mode in which students do not need to be on campus.
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