Glossary

role Play: Students imagine they are a particular actor or stakeholder in responding to a real-world scenario (e.g. Presidential advisor, UN secretary general, or foreign minister). A form of authentic assessment that allows students to practice real life decision making with minimal risks.
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scaffolded: A type of formative assessment, usually occurring in the middle of a course, aimed at supporting learners to move from what they already know to what they are able to do next.
Scaffolding is targeted at bridging a student’s ‘zone of proximal development’ – the space between the actual developmental level as determined by independent problem solving, and the level of potential development that can be achieved by guidance and/or collaboration with those with established knowledge and expertise.
Scaffolding is a collaborative process involving negotiation of meaning between teacher and learner about expectations and how best to improve performance by using insights about a learner’s current understanding to alter the course of instruction and thus support the development of greater competence.
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Sequence: An assessment sequence is a set of two or more assessment tasks of similar nature or common purpose, which may be used as developmental learning opportunities for students or to comprehensively assess a particular learning outcome. The sequence may be used progressively or at significant points in a course.
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simulation: An asynchronous active learning and authentic technique where students are faced with a scenario or problem which they must resolve through application and experimentation.
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simulation/role play: Students imagine they are a particular actor or stakeholder in responding to a real-world scenario (e.g. Presidential advisor, UN secretary general, or foreign minister).
Simulations can range from sophisticated flight simulators to online role-plays.
Simulations or role plays ask students to make decisions by analysing the options available.
Simulations and role plays are forms of authentic assessment that allow students to practice real life decision making with minimal risks.
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student negotiated assessment: This assessment type adopts a personalised learning pedagogy and allow students to follow areas of conceptual or practical interest. Students can be provided with a list of different assessment items (e.g. varying in theme, or mode of submission), and are able to pick the choice that most appeals to them.
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study tour: Travel for the purposes of participating in learning activities.
Study tours may include multiple stops, or just one stop.
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supported learning: Learning during which students are extensively supported by teaching staff (in contrast to the self-directed leaning typical of a research essay).
In supported learning students and teachers work closely together and collaborate in the learning process.
Often the majority of supported learning activities are conducted during contact hours to facilitate feedback and support from teaching staff.
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Team or Group based: Condition: Group work assessments encourage students to interact effectively by working cooperatively and productively within a group or team of peers towards a common outcome.
In addition to assessing understand, the benefits of group work include the development of organisational skills and interpersonal skills such as communication, negotiation and co-operation.
Group work teaches skills that can enhance student employability.
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