Students write a brief summary a research project/paper, including findings and key arguments from literature and the research. These assignments are usually 300-500 words.

Students identify a series of relevant texts on a defined topic, and following BU Harvard Style (or discipline relevant referencing system) document the citation. Students summarise and evaluate what they have read.

Students write on a topic to an agreed length and in a particular style (e.g. a journal article, newspaper article, magazine, blog).

Students move through a series of stations for a fixed time; each station assesses a number of learning outcomes.

Students write or present a review/evaluation of one or more designated articles/TV or radio programme/book/website.

Students identify problems and potential solutions often drawing on a theory and practice to explore the case/scenario in detail.

Similar to a case study, students develop an individualised plan for a patient based on patient lifestyle and history, as well as condition information.

Students map their understanding of a concept(s) and their relationships within a discipline or across disciplines.

Students identify an important incident in their learning and explore the experience, context, and consider what role discipline theory/knowledge and skills underpinned their response to the situation and future experiences.

Students design a lesson and/or learning materials for a particular audience and activity (e.g. a public engagement activity or for school children) on a particular topic.

Students engage in secondary and/or primary research on a narrowly defined topic within their discipline/field.

Students engage in an activity or complete a task (e.g. analyse and interpret data; identify and summarise a piece of research on a given topic).

Students write an essay on a specified or agreed topic within a set of parameters (e.g. use of different literature or word count).

Students develop an essay plan (e.g. outline, mindmap) to demonstrate their preparation, planning and reading on a set or agreed topic.

Students are required to produce a written/oral report relating to a field or site visit.

Students use a real or adapted version of a grant application form to plan a research project.

Students are required to submit a report as they leave the lab/class. A pro-forma can be used to facilitate the report writing.

This task requires students to review, prioritise and work on documents provided at the outset of the assessment. Additional tasks and information is provided at intervals throughout the assessment and aims to simulate real practice.

Students submit a report (or sample of reports from a lab book) that documents practical exercises and findings.

Students document activities and competencies achieved through (typically) practical tasks.

Students are required to design or produce/make something (e.g. a radio broadcast, podcast, video clip, web page) on a topic.

Students gather pictures, headlines/ news articles, social media content, etc. to document the public perception/ profile of the discipline/aspect of the discipline.

A series of timed tasks that are designed to assess a range of practical, analytical, and interpretive skills.

Questions with a selection of answers, which can be used for diagnostic, formative, or summative assessment. Well-designed questions can assess more than information recall.

Students are observed as they engage in a single or series of tasks/activities.

Students are assessed based on their contributions to an online discussion, which is typically hosted on the VLE.

Students are able to use any or specified resources to help them answer questions under time constraints. This approach limits over-reliance on memory/recall and models how professionals manage information.

Students give a time-limited oral presentation on a topic. This can include the development of presentation materials (e.g. a handout or PowerPoint).

Students receive a partially completed report and are expected to complete the unfinished aspects (e.g. error analysis, theoretical explanations).

Students write/develop a series of small pieces of work (‘patches’), which are then ‘stitched’ together through a reflective component. Each patch is a discrete/complete entity that together can contribute to a complete understanding of a unit.

Students give a performance (e.g. a speech, concert, play, dance).

Students provide evidence of achievement of learning outcomes through a series of assessments/tasks, which may include a reflective commentary. These can be gathered in an ePortfolio on tools like Mahara, a blog or website.

Students visually present information on a particular topic for a specified audience. This can be coupled with an oral presentation to provide opportunity for elaboration.

A series of problems/exercises that students work through, which may be particularly helpful for formative assessment. This can also be embedded in the VLE to facilitate quick/immediate return of feedback.

Students develop and/or respond to questions. These can take the form of multiple-choice, short-answer, or essay questions that can also be useful for formative quizzes.

Students document their learning over a period of time and provide reflective commentary that supports long-term personal, professional, or academic development.

Students engage in primary and/or secondary research on an assigned or self-designed topic.

Students take on a role and perform a particular task (e.g. consultant for a small business responding to a problem).

Students are asked to answer questions to answer in a time-constrained context, but are given questions or topics in advance.

Students are asked to write up a section of a report (e.g. methods or results). Or students write a series of complete reports, but are notified in advance that only a sample will be fully assessed.

Students provide brief answers to a series of narrow questions that can be useful to assess a wide range of knowledge across unit.

Simulations are useful for assessing a range of skills, knowledge and competencies. Students can be asked to answer questions, resolve problems, perform tasks, take particular actions, etc. in line with changing circumstances in the simulation.

Often a group assignment where students develop a collaborative online forum (perhaps over a series of weeks) on a particular topic. This can be useful for research projects, literature reviews, and other group projects.

This oral examination/discussion can be useful for assessing students’ understanding on a range of topics.

Students develop an online journal over a period of time and regularly update it with multimedia content. This can be used for reflection and/or publishing student work.

This is an in-depth project that draws together a student’s knowledge and skills built through their degree programme. It is often an authentic assessment that enables students to blend their academic learning with professional practice that is appropriate to their discipline.

In the BU assessment policy a two-stage exam counts as 1 element of assessment. Two-stage exams are an innovative and robust way to assess large groups and can be used in a lecture theatre setting. They use a combination of individual and group responses and there is no prescribed balance of marks.

A weekly test has been given to students with the weekly marks contributing to 20% of the final unit mark. Attendance has improved. Can we still do this?