In-class assessments

What are in-class assessments?

In-class assessments are run during class time and managed by the subject teaching team, and encompass many familiar assessment types such as written assignments, online quizzes, and oral assessments. As in-class assessments are distinguished by the setting and conditions in which they are implemented, staff are required to consider specific issues when adapting the assessment to run in-class, including logistical arrangements and the management of students with an Academic Adjustment Plan (AAP).

When would an in-class assessment be appropriate?

An in-class assessment may be appropriate when students need to demonstrate learning within a specified timeframe or under particular conditions, learn through social interaction with others, or use particular facilities or equipment. For example, a business idea pitch where students practise their communication skills, critical thinking and entrepreneurial skills by taking on specific roles.

How do I implement an in-class assessment?

Planning an in-class assessment

Before deciding on delivering an in-class assessment or converting an existing assessment for in-class delivery, you need to determine which intended learning outcomes the assessment will cover and which in-class conditions are necessary. Consider how conditions such as timing, permitted resources, collaboration with peers or staff supervision affect students' opportunities to demonstrate the intended learning outcomes, particularly when converting an existing assessment to in-class delivery.

Communicating assessment details to students

Subject coordinators are strongly encouraged to communicate assessment details to students well in advance. These details may include assessment time and venue (if different to the usual class time), assessment format, and whether students are allowed to bring any reference materials, what materials are permitted, and how they may be used. For example, students may be required to submit reference materials such as student notes before the assessment so those materials can be held by the teaching team and released to students on the day.

Setting up practice assessments

Subject coordinators are recommended to provide students with the opportunity to practise part or all of the task under comparable assessment conditions and allow time for students to ask any clarifying questions before assessment day. This practice supports staff and students in identifying any ambiguities in the assessment instructions, accessibility considerations or potential logistical and technical issues before the assessment takes place. It can also help determine whether a contingency plan is needed.

Planning for Academic Adjustment Plans (AAPs)

You must consider how you will manage the assessment for students who require adjustments. These adjustments may include extra time or alternative completion methods, such as a student needing to complete their written assessment using their computer rather than by hand. If you need further assistance with making alternative adjustments for your assessment, please contact Teaching and Learning Innovation.

Considerations for different assessment formats

Digital assessments

When students complete an in-class assessment on a digital platform, ensure that you are familiar with the system and have a clear process for responding to technical issues that may arise during the assessment. Always preview the assessment task using the available student view function to understand the student experience.

We strongly recommend giving students the opportunity to complete a practice version of the digital in-class assessment before assessment day to identify any technical issues, particularly those related to student devices.

If you have a need for broader device or technical support for the assessment, we encourage you to request onsite support through the Service Delivery Events team, who can provide exam laptops and onsite IT support (note, this is a fee-for-service arrangement). You can request this support using the event support form. Please discuss your assessment requirements with the team to determine what support or device configuration may be possible.

Oral assessments

Oral assessments require careful planning of scheduling, timing and opportunities for students to prepare. The interactive oral assessment (IOA) and student presentations guides provide detailed guidance on how to design and implement oral assessments. The interactive oral assessments (for students) guide, created by Academic Skills, provides advice to students on how to prepare and what to do during the assessment. In addition to these resources, you should pay extra attention to:

• Scheduling: Inform students how to sign up for available time slots
• Time management: On assessment day, notify students when it is their turn to begin the oral assessment and provide periodic reminders of the remaining time during their session
• Audience participation: Specify whether there are any expectations for audience participation to fulfil assessment requirements, such as asking presenter questions and completing peer feedback on the presentation
• Opportunities to practise: Provide students with the opportunity to practise skills that are relevant for the oral assessment and receive feedback from the teaching team and/or their peers

Support and resources

• For assessment design support, please book a consultation with our Learning Design and Assessment team.
• For assistance with our University-supported teaching and learning technologies, please submit a support request.
• Academic Skills can be contacted for enquiries related to preparing and helping students navigate in-class assessments.