Assignment Brief

Assignment Brief-53
The Assignment Brief Communication resource consists of guidelines for lecturers on how to ensure that assignment briefs are clear and coherent and address the appropriate learning outcomes of a module or course.

The Assignment Brief Communication resource consists of guidelines for lecturers on how to ensure that assignment briefs are clear and coherent and address the appropriate learning outcomes of a module or course.

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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.

The Curriculum and Assessment Framework for Taught Programmes states that: Institutional procedures state that an assignment brief must be provided for each coursework assignment task.

This will normally be included in the unit handbook and should include: submission instructions; list of learning outcomes tested in the assignment; task details and any instructions such as about referencing or technical requirements; guidance on size of submission; information about any penalties for overlong submissions; marking criteria or marking scheme; feedback plan; support arrangements.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.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.You may also like to consider distributing your assignment brief as a video podcast. Are there any previous examples they could look at?Submission instructions | Learning outcomes | Task details | Size | Penalties for overlong submissions | Marking criteria | Feedback | Support arrangements How should students get their finished work to you? What contingency plans do you recommend in case of technical difficulty? Do they need to provide supporting material such as a bibliography or a plan? The learning outcomes being tested should be copied across from the unit specification.More information about each of these can be found below. Note: You do not need to follow the exact format in the indicative brief, and can replace logos and change the structure as appropriate for your subject area.However, having a consistent format across a programme will probably help students to find information quickly.These descriptors provide a reference point for writing criteria and a common language for differentiating levels and performance within each level.The design of the individual assignment task should have ensured that students can achieve the unit learning outcomes in completing the task; marking judgements then differentiate performance in that particular task.

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