Essay Checklist

Assessment design guide

Consider each question carefully to help build your assessment design, day to day practice and moderation. For general information about assessment see LTSU assessment web page. http://www.usq.edu.au/learnteach/teach/keystrat/assess.htm

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Ensures that course objectives and assessment tasks are aligned and achievable

Ensures that students are not over or under assessed and timely feedback available.

Ensures that assessment matches discipline and students’ approaches to learning and that staff and students workload is appropriate.

Ensures that students are alerted to issues related to plagiarism/collusion and prevention strategies are considered.

Ensures that marking criteria are considered early in the assessment design process and that students are fully aware of these prior to attempting assessments.

Ensures that students are provided with timely and useful feedback to enhance learning.

If you use one source throughout the essay (such as the Tyler Olsen and Ryan text, you will reduce your chance for success. You will receive a 'C' or a Fail.

Try to use sources from the 2000s but some communication theory from 1990s would be acceptable. In some instances, earlier references are appropriate if used for context

While you can use psychology and business sources, you need a basic foundation of communication theory.

Ensures that students are not over or under assessed and timely feedback available

Ensures that students are not over or under assessed and timely feedback available.

to be defined

To be defined

Ensures that assessment matches discipline and students’ approaches to learning and that staff and students workload is appropriate.

To be defined

These should reflect the topics listed in the Course Specification

To be defined

These should reflect the topics listed in the Course Specification.The title for each module will appear (sometimes in shortened form) as a running head at the top of module pages. Titles should also match any listed in the Introductory Book study schedule.

May be used both at module level and at course level (created automatically when using ICE)

Sometimes with explanatory text to clarify structure, sequence, stages of learning etc.

Note also that the module objectives can be used to elaborate on the more general objectives listed on the Course Specification. Refer also to graduate attributes and assessment tasks.

i.e. set text, selected readings, audiovisual materials, other references, print or online (check and update as needed)

Check course objectives

Link to LTSU Flyer

Do the objectives state clearly what the student should know/be able to do, and at what level?
Are the objectives at a level appropriate to position of the course within the program?
Can the objectives be achieved by the student in the time allowed?
Do objectives relate logically to those in courses offered before and after this course?
Are the objectives assessable?
Are all the objectives assessed?
Are the objectives assessed in proportion to their weighting or topic weightings?

Check the number and weighting of assessment item

Link to LTSU Flyer

How many assessment items?
When is each assessment due?
How are they related to each other?
How do they relate to assessment items in other courses in the same program?
What are their relevant weightings?
Is the workload for students reasonable?
Is the workload for staff appropriate?

Check the type of assessment

Link to LTSU Flyer

Does the assessment take account of subject matter, teaching style and students’ learning styles/preferences?
Are types of assessments suitable for different modes of delivery?
Is student workload appropriate in relation to other assessments and total assessment load?
Is workload for staff realistic?
Are assessments inclusive of all students?
Which graduate qualities (and skills) and academic skills are developed?
Do students participate in activities that offer experience of the method of assessment before it is used summatively?
Does assessment allow students to monitor their performance throughout the course?
Does the assessment allow students to consolidate knowledge and expertise?

Check plagiarism and collusion	Link to LTSU Flyer
Have students been informed about plagiarism or collusion? or
Has the assessment been designed to discourage/prevent such behaviours?

Check marking criteria and grade descriptors	Link to LTSU Flyer 1	Link to LTSU Flyer 2
Are there marking criteria and grade descriptors available to the students with the assessment tasks?
Are these known and followed by staff doing marking?
Is there a moderation process?
Are staff expectations and instructions to students clear?
Are there exemplar answers? Are exemplar answers available at different grades?
Are the grade descriptors consistent with those in other courses taken by the students where the assessment tasks are comparable?

Check feedback on assessment	Link to LTSU Flyer
Will feedback be received in time to assist development and be within University policy?
Will students understand the feedback?
Is staff workload associated with feedback realistic?

to be defined

An extended reading list for those tragic's who don't know when to give up.

Cite the sources you used in create the module

Review or summary of activities in the module

You may have a list of terms and definitions that you used in the module that you would want to elaborate on.

these give an introduction to the main ideas to be covered, and help students to focus on those. Link to activities, objectives, and to final assessment

Assessment design guide

Check course objectives

Check the number and weighting of assessment item

Check the type of assessment

Check plagiarism and collusion

Check marking criteria and grade descriptors

Check feedback on assessment