Intended to foster
active learning
through assessment (as well as assess learning through responses to tasks) this technique takes the form of a
workbook
that students complete progressively throughout a course. The workbook can take several forms (depending on instructor and student preference) including hard copy, digital (e.g. an interactive PDF document that students fill-in) or
practical
(observed activities in workshops/tutorials). Activities for each week can (and ideally should) vary to include
written
, spoken and active/constructive tasks. For example, one task used in EDUC3702 sees students create a pedagogical artefact to facilitate a teaching exercise (this has taken the form of PowerPoint presentations, board games, posters etc.). The workbook activities involve a combination of lower and higher order questions to hone descriptive skill and comprehension as well as critical and analytical proficiencies. Staff provide regular feedback to students on the
formative
questions, so as to encourage and enhance engagement with the higher-level thinking tasks. This technique is adaptable to any HaSS discipline or year level, but does require a time investment from staff in providing ongoing feedback to students. For this reason coordinators should consider the size of their cohort and options to enlist support staff when implementing this technique.
Advantages
Caters to diverse learning styles through a combined use of
written
, spoken and
performative
tasks that assess both summative and
formative
knowledge. Promotes higher-level comprehension and an in-depth knowledge in the field of study (a key UQ Graduate Attribute) through applied tasks supported by continual feedback. Easily adapted to courses requiring progressive learning and continued engagement, wherein small weekly tasks can sustain interest and promote overall engagement.
Challenges
Some students will not immediately appreciate the aim of the
workbook
to consolidate weekly information and as an opportunity to seek and receive feedback to continually improve learning outcomes. The aim of the task to support these learning outcomes should be emphasised throughout the course.
Tips for implementation
Integrating student feedback and consultation into this assessment is critical to its successful implementation. Ensure sufficient time to liaise with students about their learning outcomes (either as part of dedicated class time or in consultation hours).
How it supports academic integrity
Using a combined framework of summative and
formative
tasks lowers a risk of academic misconduct. Lower order questions might be outsourced, but this would not be sufficient to pass the overall item when used in concert with higher order questions based on lectures and tutorials, and that enlist various
practical
and pedagogical strategies.
PLEASE NOTE: The academic integrity information displayed on this page is currently under review. Some examples and descriptions were developed before the widespread availability of generative AI tools and may not reflect current approaches to assessment security. When adapting an assessment idea, staff should consider how the design supports authorship, verifies student achievement of learning outcomes, and mitigates inappropriate use of AI and other forms of academic misconduct.
