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In addition, non-traditional assignments can boost students’ motivation.To help you think “outside the box” in developing assessments of your students’ learning, here are some alternatives to exams or term papers (drawn from Walvoord and Anderson, 1998): In developing creative assessments of your students’ learning, it is helpful to think about exactly what you want to assess.
And some topics will appear this year that do not appear in the following examples.
The Unit Coordinator will approve the assessment schedule and provide the in-term/mid-term test papers.
The students present the posters in a poster session that is open to the public. For help in designing creative assignments, contact CITL to meet with a consultant.
Learning Outcomes Authentic Assessment Walvoord, Barbara and Virginia Anderson (1998). Appendix B in Effective Grading: A Tool for Learning and Assessment.
The questions below will help you focus on exactly what skills and knowledge your assessment should include.
Mid Term Papers
Ben Motz, in the department of Psychological and Brain Sciences, assesses his students’ understanding of concepts in his cognitive psychology course by asking them to produce 60-second public service announcements about the concepts.
Here are some example questions here for studying for the midterm/final.
Note that these are exams from earlier years, and contain some topics that will not appear in this year's exams.
When scheduling the in-term test, the Unit Coordinator should keep in mind the need to factor in reading time, if necessary.
In-term assessments are not managed by the University in the same way as final examinations, and are not administered via Murdoch’s Exams and Assessment Office.