Assessment and feedback

These practices ensure that students can complete assessments effectively, and are provided with clear and timely support in doing so.

Watch the Assessment and Feedback video (1.5 mins) below to see the baseline standards in practice.

Baseline Practices

  1. Students are provided with comprehensive assessment briefs, which include due dates, marking criteria and explicit expectations on the use of AI tools (see the assessment brief template in the Unit Assessment section of your course and refer to the faculty assessment guidelines).
  2. The Unit Assessment section includes clear instructions on how to submit assessments, and access marks and feedback (instructions for standard submission types are provided in all course templates, but additional details may be needed if a different submission type is used).
  3. Submission points are clearly named, configured with or by the school admin team, and are available to students in the Unit Assessment section.
  4. Students have an opportunity to familiarise themselves with assessment submission processes in advance (eg practice submission points, mock tests).
  5. Students are provided with information on assessment support and who to contact if they have difficulties submitting assignments.
  6. Where multiple submission points exist, groups and release conditions are used so that students can only see the submission points relevant to them.
  7. Students are notified when their marks and feedback are available, and they are directed to instructions on how to access these (see Access marks and feedback in Blackboard or Turnitin).

Beyond the Baseline

  • Students are provided with a video or audio assessment overview (see Re/Play browser-based capture).
  • There is a visual representation of the unit’s assessment weightings.
  • Students are given choice in assessment format (eg, essay, podcast, portfolio, blog, poster) (see the Universal Design for Learning guidelines).
  • Students engage in peer assessment (see Self and peer assessment).
  • Students have opportunities for self-assessment and progress tracking (eg, practice test or quiz, reflective journal, knowledge checks).
  • Students are provided with step-by-step checklists to guide them in completing assessments.
  • A variety of digital tools are considered in order to provide feedback in a format most suitable for the discipline, the learners and the assessment type (eg, video, audio feedback, rubrics, in-text comments) (see Marking and Moderation sections of the Summative Assessment Workflows).