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The content covers common written tasks such as abstracts, essays, reports, and reflective journals, and also practical approaches including assessment stations, instant lab reports, mini-practicals, and observation-based performances. It further describes strategies that support deeper understanding and application, such as annotated bibliographies, case studies/care plans, concept maps, and in-tray exercises, outlining their purpose and typical workflow.","| Assignment | Type of Assessment | What’s Involved? |\n| --- | --- | --- |\n| Abstract | Written | Students are required to write an abstract of a research paper/article within a specified word limit e.g. 300–500 words. |\n| Annotated bibliographies | Written | Students produce a list of texts, primary sources and internet sites on specified or agreed topics to a particular referencing convention. They annotate these with a commentary, which could include an evaluation of what they have read. |\n| Articles for different audiences | Written | Students are asked to write on a particular topic(s) to an agreed length in a specific style e.g. ajournal, newspaper or magazine. |\n| Assessment stations | Practical / Written | Developed in medicine, students move around a series of testing stations being assessed on a number of learning outcomes, each for a fixed period of time. Useful to assess a wide range of skills and knowledge. |\n| Book , website, journal article or programme review | Written / Oral | Students write an account or present an oral presentation on designated articles or other programmes e.g. TV/radio. These often include an evaluative element to demonstrate depth of reading and level of understanding in concise formats. |\n| Case studies / Care plans | Written / Oral / Problembased / Practical | Students are required to work through a case study/care plan to identify the problem(s) and to offer potential solutions; useful for assessing students’ understanding and for encouraging students to see links between theory and practice. Case studies could be provided in advance of a time-constrained assessment. |\n| Concept maps | Written / Oral | Students map out their understanding of a particular concept. This is a useful (and potentially quick) exercise to provide feedback to staff on students’ understanding. |\n\n| Critical incident accounts / Journals / Blogs | Written / Work placements | Students working on placements keep diaries, journals or blogs in which they record their experiences. They can be asked to write about a critical incident in terms of context, what happened, the outcomes, how theoretical material they have learnt underpins the process and how they would do things differently in future. |\n| --- | --- | --- |\n| Designing learning materials | Written / Oral | Students prepare a learning package for a particular audience e.g. members of the public, school children etc. on a specified or agreed topic. |\n| Dissertation | Written | Potential for sampling a wide range of practical, analytical and interpretative skills and to assess a broad application of knowledge, understanding and skills to other situations. |\n| ‘Doing it’ exam | Written | An exam which requires students to do something, like read an article, analyse and interpret data etc. |\n| Essay | Written | Students are required to write an essay on specified or agreed topics within given parameters e.g. word count, use of different literature sources etc. |\n| Essay plans | Written | Instead of writing a full essay, students produce an essay plan to demonstrate their preparation, planning and reading on a set or agreed topic. Useful for formative, self-and peer-assessment. |\n| Field report | Written / Oral | Students are required to produce a written/oral report relating to a field/site visit. |\n| Grant application | Written | Students are required to use real/adapted versions of different grant application forms to plan a research project. This could be assessed using the published criteria as a basis for the marking criteria. |\n| Instant reports | Practical / Written | Students are required to submit a report as they leave the lab. Could be used with a predesigned pro-forma to speed-up marking and feedback provision to students. |\n\n| In-tray exercises | Written / Oral | Students are provided with an initial dossier of papers to read, prioritise and work on, with a variety of tasks and new information given at intervals throughout the period of assessment. 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