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- Problem based
- Problem-Based Learning is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles (as opposed to the direct presentation of facts and concepts).
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- project
- A highly authentic multi-step assessment method that generally requires the production of output. The large scale of projects usually benefit from staged assessment to provide multiple points of feedback, such as a pitch, a project plan, etc.
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- qualitative/quantitative analysis
- Tasks that combine quantitative (i.e. number based) and qualitative (meaning-based) forms of analysis.
These tasks assist learners’ appreciation of the differences, benefits and complimentary nature of distinct research methodologies.
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- quiz
- Testing knowledge through a question/answer format.
Typically quizzes are multiple choice, true or false, or ask students to fill-in-the blanks.
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- referencing
- Asking students to acknowledge sources of information through the referencing conventions of their discipline/school.
Assessments with a referencing focus are well suited to 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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- reflective/reflexive
- Assessment focusing on consciously thinking about a specific topic (reflective) or analysing one’s self (reflexive).
For example, students could be asked to reflect on a specific event (reflective) or discuss how a particular experience affected them emotionally and/or intellectually (reflexive).
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- report
- Reports are the presentation and analysis of findings from practical research.
Depending on the guidelines or purpose, a report may make recommendations.
A report generally has a fixed structure which course coordinators can specify on the basis of the purpose/subject of the report.
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