Enhancing Assessment Task Understanding with Checklists
Explore the use of checklists to ensure thorough understanding of assessment tasks. Learn how to approach assignments effectively by focusing on what you are learning, the task requirements, available resources, and utilizing tools for assistance. Engage in group activities and prioritize answering questions systematically using the provided checklist.
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Understanding assessment tasks
Understanding assessment tasks Today we are going to focus on how to make sure we understand what we have to do to complete assessment tasks. We are going to try using a checklist to help us think about different parts of the assessment.
Assessment checklist WHY What am I learning by doing it? WHAT What kind of assignment is it e.g. what kind of text do I have to write? When is it due? How long is it? What kind of evidence do I need to use? What questions do I need to make sure I answer in my assignment? - look at the marking criteria and turn the criteria into questions HOW What do I already know about this topic? What do I need to find out more about? What resources are provided to help me do this assignment where are they located? What am I going to read; how am I going to read? Who can I talk with about this assessment if I need help? (plan time to do that) Can I use any tools to help me write (e.g. Grammarly, GenAI)
Group activity You are going to sit in groups and use the checklist to help you understand the first assessment for this subject.
Answer the easy questions first WHY What am I learning by doing it? WHAT What kind of assignment is it e.g. what kind of text do I have to write? When is it due? How long is it? What kind of evidence do I need to use? What questions do I need to make sure I answer in my assignment? - look at the marking criteria and turn the criteria into questions HOW What do I already know about this topic? What do I need to find out more about? What resources are provided to help me do this assignment where are they located? What am I going to read; how am I going to read? Who can I talk with about this assessment if I need help? (plan time to do that)
Then think about WHY you are doing the assessment WHY What am I learning by doing it? WHAT What kind of assignment is it e.g. what kind of text do I have to write? When is it due? How long is it? What kind of evidence do I need to use? What questions do I need to make sure I answer in my assignment? - look at the marking criteria and turn the criteria into questions HOW What do I already know about this topic? What do I need to find out more about? What resources are provided to help me do this assignment where are they located? What am I going to read; how am I going to read? Who can I talk with about this assessment if I need help? (plan time to do that)
Then think about WHY you are doing the assessment WHY What am I learning by doing it? WHAT What kind of assignment is it e.g. what kind of text do I have to write? When is it due? How long is it? What kind of evidence do I need to use? What questions do I need to make sure I answer in my assignment? - look at the marking criteria and turn the criteria into questions HOW What do I already know about this topic? What do I need to find out more about? What resources are provided to help me do this assignment where are they located? What am I going to read; how am I going to read? Who can I talk with about this assessment if I need help? (plan time to do that)
Then think more specifically about what you need to do by looking at the marking criteria or rubric and turn the criteria into questions WHY What am I learning by doing it? WHAT What kind of assignment is it e.g. what kind of text do I have to write? When is it due? How long is it? What kind of evidence do I need to use? What questions do I need to make sure I answer in my assignment? - look at the marking criteria/descriptions and turn them into questions HOW What do I already know about this topic? What do I need to find out more about? What resources are provided to help me do this assignment where are they located? What am I going to read; how am I going to read? Who can I talk with about this assessment if I need help? (plan time to do that)
Turning criteria into questions Criteria Quality and accuracy of information provided Questions How is diarrhoeal disease spread? The report includes all relevant information from the provided readings about diarrhoeal disease including how it is spread, the signs and symptoms and prevention strategies Appropriateness of the structure and style of the report The report is written is organised with a clear structure so it is easy for the reader to follow e.g. uses subheadings and paragraphs well. The style is appropriate for a community health team Clarity of writing at sentence level The sentences are clear for the reader and there are no or few grammatical and spelling errors Correct referencing All referencing is correct, including in text and in the reference list
Turning criteria into questions Questions How is diarrhoeal disease spread? What are the signs and symptoms of diarrhoeal disease? What are the prevention strategies for diarrhoeal disease? Did I get the above information from the readings provided in this subject? Criteria Quality and accuracy of information provided The report includes all relevant information from the provided readings about diarrhoeal disease including how it is spread, the signs and symptoms and prevention strategies Appropriateness of the structure and style of the report The report is written is organised with an clear structure so it is easy for the reader to follow e.g. uses sub headings and paragraphs well. The style is appropriate for a community health team Does my report have a clear structure? Have I used subheadings? Are my paragraphs clear? Is it in the style appropriate for a community health team? Are there any grammatical errors? Are there any spelling errors? Have I included references correctly in text? Have I written my reference list correctly ? Clarity of writing at sentence level The sentences are clear for the reader and there are no or few grammatical and spelling errors Correct referencing All referencing is correct, including in text and in the reference list
What else do you need to think about? Look at the final question on the checklist that we haven t answered yet.
Then think more specifically about what you need to do by looking at the marking criteria or rubric and turn the criteria into questions WHY What am I learning by doing it? WHAT What kind of assignment is it e.g. what kind of text do I have to write? When is it due? How long is it? What kind of evidence do I need to use? What questions do I need to make sure I answer in my assignment? - look at the marking criteria/descriptions and turn them into questions HOW What do I already know about this topic? What do I need to find out more about? What resources are provided to help me do this assignment where are they located? What am I going to read; how am I going to read? Who can I talk with about this assessment if I need help? (plan time to do that)
Make a plan for when you can do your assessments It is important that you plan time to complete all of your assessments for all of your subjects Put the due dates in your diary for all of your assessments (or make a semester study plan using one of the templates) Work backwards for when you will start your assessment. It is good to start several weeks before your assessment is due
Have a look at these resources and adapt to suit you https://www.jcu.edu.au/students/learningcentre/getting-started https://www.jcu.edu.au/__data/assets/pdf_file/0013/200434/Examp le-semester-assessment-planner.pdf
