3. Assignment Brief Enhancement:
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G. Dialogue
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"There is discrepancy between lecturers about what the brief means ..."
Assignment Dialogue
To ensure communication opportunities are as accessible as possible: Provide opportunities for discussion of the assignment task among staff and students. These could, for example, be short face-face slots or Virtual Learning Environment discussion forums. Ensure details of how to access these opportunities are stated in the brief and the expected degree of engagement is indicated. This ensures that accessibility is not limited to cue-seekers, in other words, only to those students who expect or are predisposed to engage in such dialogue. Discipline Dialogue To ensure discussion is as productive as possible: and to enable staff to better communicate their tacit knowledge: Provide opportunities for staff members to explore their personal conceptualisations of key discipline-specific concepts and closely associated terms. This development of a shared understanding will help to ensure consistency in the team’s use of terms thus facilitating more effective team communication as well as fostering collaborative development in assessment literacy. |
Assessment Jargon Dialogue To ensure communication among staff and students is as effective as possible: Aim, through discussion, to foster and exploit a common understanding of key assignment task verbs and assessment related language, for example, verbs such as ‘define’, ‘analyse’, ‘argue’, ‘critically evaluate’. These tend to have differing uses in non-academic contexts and even within academic environments, can have multiple interpretations. Indexing To ensure maximum efficiency when communicating about the assignment: Use a naming, numbering or similar indexing system for sub sections of briefs to facilitate reference to these when communicating with students about the assignment. |
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