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.

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.

These are lists of activities and outcomes which students check off during a period of learning. For example, students could be asked to indicate competencies which they have practised to a specific level during a work placement.

Students are asked to give an oral presentation on a particular topic for a specified length of time and could also be asked to prepare associated handout(s). Can usefully be combined with self- and peer-assessment.

Students provide evidence for their achievement of learning outcomes; these commonly incorporate a reflective commentary.

Students write or give a presentation taking on a particular role, e.g. a journal reviewer/ editor, consultant, art critic etc. This type of assignment could be paired up with a grant application exercise.

Students record their learning over a period of time, interspersing narrative with a reflective commentary which could support the development of an action plan.

Text or vitual computer-based simulations are provided for students who are then required to answer questions, resolve problems, perform tasks and take actions etc. according to changing circumstances within the simulation. Useful for assessing a wide range of skills, knowledge and competencies.

Students are required to keep an individual blog, e.g. to record their progress on a project, or a wiki; could be used as part of a group project exercise.