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Interlinked/scaffolded assessments - Examples
Below you will find examples of assessment tasks that are interlinked or scaffolded so that students build on their previous work in subsequent assessments.
Preparing a Bid Management Plan
CIVL1010 Tendering for Civil Constructions Projects
Faculty of Science and Engineering
Overview: For this sequence of assessments, students must act as head of the construction division at SCU Builders Inc. (SBI). The company executive asks the construction head to prepare a Bid Management Plan for the Kyogle Bridge Replacement program.
To prepare for the Bid Management Plan, the head of construction met with the Bid Manager and agreed to evaluate a few elements of the bid. These evaluations are presented in a Bid Considerations Report (Assessment 2). Students then form groups* and using their bid considerations from Assessment 2, prepare a Bid Management Plan (Assessment 3) with a winning strategy for the company's bid.
* Note: Working in a project team is specified in the unit learning outcomes.
Designing a clinical practice research project
NATM5001 Practice-based Health Research
Faculty of Health
Overview: In this unit students learn about how to integrate research into their own clinical practice with emphasis on different research methodologies and important considerations (e.g. ethical conduct in research). To ensure students understand their possible involvement in research across multiple levels (from publishing a case study to being involved in a large project) the assessments are scaffolded in a way that it builds their research skills while also using their clinical reasoning skills.
As students enter the unit the first announcement post asks them to think about an interesting clinical case they were involved in or know of that they think wider health community should be aware of (that can be a novel treatment or diagnostic approach or inclusion of other health professionals in the care of the patient) – this sets the ‘setting’ for the rest of the unit
Assessment 1 asks students to present that case using narrated powerpoint presentation – marks are attributed more towards following the guidelines for publishing the case rather than clinical innovation
Assessment 2 asks them to start building a research project using their ‘setting’ – they design a research question, think about methodology and what they will measure as aligned to research questions
Assessment 3 brings it all together; students put together a research project using the ‘setting’ from assessment 1 and aspects of the project from assessment 2 that will allow inclusion of the research outcomes into clinical guidelines (linking to “why we do research”)
Rubrics are designed so students think about the process, outcomes and impact of designed/communicated case/research and rather than correctness of the ‘setting’ or treatment or clinical guideline thus getting clinicians to develop research process understanding and their possible roles within this process. The unit is foundation for building those skills as they will be applicable to them actually doing a project and implementing their outcomes for appropriate impact in clinic, research or policy later in the degree.
Financial advice scenario
FINC2005 Principles of Financial Planning
Faculty of Business, Law and Arts
Overview: This task asks students to provide financial services advice to hypothetical clients. They must engage with information about the clients and then: 1) Prepare a limited scope statement of advice for the clients (assessment 2); and 2) discuss the key recommendations made in their statement of advice via a video presentation to the clients (assessment 3).
Overview: In this unitstudents prepare four one-pagers (Assessment 1) that will eventually form part of a draft business plan (Assessment 2) and complete business plan (Assessment 3).
The following documents summarise information provided to students on the unit learning site:
Overview: In these assessments students are asked to prepare: 1) an essay plan and a reflection on using Turnitin (1,000 words, 35%, due Friday week 4); and 2) a critical essay based on the plan and the feedback received (1,200 words, 45%, due Friday week 6).
(please note the essay plan topics and rubric are available for students on the learning site) EDUC1001 Critical Essay.pdf
An organisation case study
Griffith Business School
Girffith University
Overview: This resource, including a video, discusses the redesign of a first-year sports management course using a scaffolded assessment approach. Referring to the same organisation throughout, students are required to prepare:
(please note the essay plan topics and rubric are available for students on the learning site)
