Assignment Brief

Assignment Brief-19
They are based on close analysis of 120 written assignment briefs and focus group discussions with both lecturers and students.What is of particular value to the individual academic practitioner is the 10 stage step-by-step process offered by the authors.Further advice on penalties for exceeding specified assignment length.

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Marking schemes should be verified to ensure that students will be able to achieve a full range of marks and that individual elements are evenly weighted.

This Good Practice Exchange video demonstrates the use of a marking scheme.

This section deals with the importance of how assessment briefs are communicated to students.

It emphasises how students need time to both process and engage with the brief: something we may not always pay enough attention to as practitioners.

Marking criteria, or a marking scheme, if appropriate, must be provided for each assignment task. Marking schemes are appropriate for tasks in which students’ marks are determined by adding up the number of correct elements.

Examples might include a multiple-choice test, or a practical assessment with a number of separate elements to be completed.For example, you might need to refer to a particular topical issue, or a case study, or give more detailed guidance about the expected structure , or instructions about referencing or technical requirements.Student and staff feedback in the TRAFFIC project indicated that this section should be as simple as possible.Programme teams may choose to use similar criteria for particular tasks at the same level across the programme (eg essays, presentations, exams, portfolios), or may use different criteria for each task.Writing criteria which are specific to a particular task enables them to be fully contextualised, which can make them clearer to students.Colleagues who are considering reviewing their assessment strategy on a module or a course would benefit tremendously from looking at this resource and checking the ways in which assignments are communicated against these guidelines.In particular, I would suggest that all academic practitioners look at the section “Assignment Brief Enhancement F: Delivery”.Details for each assignment task need to be provided to students each time the unit runs (this is often called an 'instance' of the unit).This information should be included in the unit handbook.Paper submission Do they need to download and append a cover sheet, and put the assignment in a collection box? Ephemeral submission Is it an ephemeral submission such as a presentation, performance, or event, which will take place on a particular date? When and how would such supporting material be submitted? A brief description of what you are expecting needs to be included here.Electronic submission What kind of file is acceptable? In-class tests Provide information about how the test will be organised: how long in advance should students arrive? Some of this can be copied over from the unit specification, but you may need to add here any specific expectations for this particular instance of the assignment.


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