Glossary

critical reflection: Critical reflections ask students to go beyond a mere description and to reflect critically (i.e. give their viewpoint or judgment). Students can be asked to critically reflect on a range of things such as such as a specific learning experience (such as a work placement, lecture or reading), media item, or event. Critical reflections can be completed in writing, or as oral presentations, performances or other artistic pieces.
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discussion prompt: Course content (e.g. reading) provided to students ahead of time to act as a prompt for discussion. Assessment using discussion prompts can be used to reward students who prepare for class discussion.
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embodied learning: Experiential learning through the body. Students learn through the physical doing of an activity. Embodied learning sees physical movement as a way to internalise knowledge.
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essay: A piece of writing on a set topic. Essays are typically submitted (e.g. through Turnitin) and marked by course staff.
The academic essay evaluates students’ ability to present their thoughts in an organised way. Academic essays usually includes a coherent structure of an introduction, body and conclusion. Essays typically require students to discuss a set topic with reference to the academic literature (which is cited in the essay and referenced in a bibliography/references cited list at the end of the essay).
Essays assist students’ to improve their writing skills, whilst demonstrating their knowledge.
A common type of academic essay is the argumentative paper which requires the author to take a position on the topic and supporting that position with evidence/reasons why that position is valid. Reflective, reflexive, descriptive and creative essays are other types of academic essays that are less formal in their presentation requirements, and are aimed at encouraging the expression of a student’s personal insight and interaction with a topic.
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essay preparation task: Essay preparation tasks are scaffolded with an essay assessment. They require students to prepare ahead of time for their major essay assessment. Examples include creating an argument map; a library ‘scavenger hunt’; an essay plan; or an annotated bibliography.
Essay preparation tasks prevent students from leaving their essay to the last minute, and thus prevent some of the pressure that could leads to instances of academic misconduct.
Essay preparation tasks also allows staff to provide early feedback and identify the need for intervention for students at risk.
These tasks are well suited to all first year (gateway) courses as it eases first year transition, builds academic literacies, and inducts students into discipline specific research cultures and conventions.
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experiential learning: Experiential learning assessments are forms of authentic and active learning assessment, in which students learn and demonstrate their knowledge by doing (i.e. hands-on learning), or reflecting on their practice.
Through practical application experiential learning deters academic misconduct.
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facilitation: Practical based assessment tasks where students ‘learn by doing’ (see also experiential learning), in particular how to facilitate (i.e. run and organise) a given activity.
In addition to inspiring confidence and competence, these tasks encourages consideration of the practical limitations of a professional activity, for example: delivering an educational demonstration, including negotiating time constraints; catering to intended target audiences and number of participants; teaching facilities (including layout and availability of technological equipment); and the feasibility of interactive activities in relation to intended learning outcomes.
This assessment type helps to create an active learning environment and leads to high levels of student creativity, enjoyment, and engagement.
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feedback-rich: Feedback rich assessment provides comprehensive feedback to encourage further learning and discussion stimulated by the initial task.
For example, traditional online quizzes may be made feedback-rich with the addition of a consultative in-class element. As a supplement to digitally-generated marks and detailed online feedback, students further deliberate on quiz questions in dedicated lectures or tutorials as part of open discussions or exercises tailored around specific quiz questions.
Feedback rich assessment can assist the course coordinator to develop questions or exercises that reinforce the content by focussing on areas the majority of students find challenging.
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