Getting started

Table of Contents

Introduction

Assessments can feel overwhelming if you are not sure how to begin. This guide is here to help you understand what you need to do, whether you are writing an assignment, preparing a presentation, or doing something else. It will also show you how to meet the marking criteria, so you can aim for the grades you want. Plus, it will help you create a plan to stay organised and on track.

What you will learn

• Tips to help you break down and understand your assessment task
• How to read your marking rubric and use it to aim for the grade you want
• Ways to develop your ideas and plan before you begin to research and write
• How to use feedback properly to improve your work and do better next time.

Test your knowledge

Not sure where to begin? Discover what you already know about this topic. H5P interactive activity

Resources

While working through this guide, you might find the following resource helpful:

• Assessment plan template- question provided [DOCX, 34kB] - unpack your assignment question, create a checklist from your marking rubric and begin to organise your thoughts.

Not what you are looking for?

I want to…

• Learn how to find scholarly sources
• Learn how to paraphrase, summarise and synthesise information
• Learn how to write a report, essay or another assessment type
• Find out how to prepare for my presentation

Assignment process

Although assignments are not always a linear journey, you’ll usually have to complete the following steps:

Understanding the question

Understanding your assessment question is a key step in creating work that shows your knowledge of the topic and meets your lecturer’s expectations. Getting this part right can really improve your chances of doing well in the unit (in other words, getting good grades)!

To help break down your task, we recommend using the assessment planner [DOCX, 34kB].

Key concepts

Key concepts are the main ideas or topics in your assessment question. These become the keywords you will use when researching to find useful information.

If your question is specific, you can usually spot the key concepts straight away. If your question is broad or you’re creating your own, you might need to develop your ideas a bit more.

Broader questions give you more freedom to explore areas that interest you. Specific guide you more clearly and tell you what to focus on. Let’s look at some examples:

Specific question

H5P interactive activity

If your question includes several themes, you might need to do separate searches for each one. You can learn more in the Finding information guide.

Broad question

• Will artificial intelligence ultimately benefit or harm humankind?
• Write a 1500-word essay on artificial intelligence.

If your question is broad, you might not have enough direction to start researching. You will need to developing your ideas to narrow down your topic. For example, searching for “artificial intelligence” will give you too much general information. Your goal is to find a topic that is specific enough to research properly, but not so narrow that there is no information available.

Brainstorming and free writing are useful tools when developing your ideas. If you are stuck, look at the content, theories or concepts you have already covered in your unit. Also check the learning outcomes in your unit outline; your lecturer may expect you to explore those ideas more deeply. The marking rubric might also give you extra clues.

Directive verbs

Directive verbs are the words in your assessment question that tell you how to answer and what kind of response is expected.

Here are some common directive verbs and what they mean:

Directive verb	Meaning
Analyse	Look at your topic in detail. Explain the main ideas and how they connect.
Comment on	Talk about, explain or give your opinion on something.
Compare	Show how things are similar and different.
Contrast	Show only the differences.
Define	Give the exact meaning.
Discuss	Talk about different sides or views of the topic.
Evaluate	Show the good and bad points, then give your opinion.
Explain	Make something clear and give details.
Illustrate	Explain using examples. You might also use diagrams or figures.
Interpret	Explain what something means using your own understanding and evidence.
Justify	Give reasons and examples to support your opinion.
Outline	Provide a general summary of the main ideas.
Prove	Use logic and evidence to show something is true.
Review	Summarise the literature, and identify and evaluate the main ideas.
State	Say the main points clearly. Leave out extra details.
Summarise	Give a short version of the main ideas, leaving out minor details and examples.
Trace	Show how something has changed or developed over time.

Limitations and parameters

Limitations and parameters are the rules that guide your assessment. They help you stay focused and make sure you meet the requirements. These might include:

• the type of assessment you need to create
• the number, type and age of sources you should use
• the word count
• words or concepts that you need to define
• sections or elements you must include.

Assessment types

It is important to know what kind of assessment you are doing. All university assessment involve research, using sources, and clearly sharing your ideas, but they are presented in different ways. This can affect how you plan your work.

To learn more about different assessment types (like essays, reports or short answers), visit the Assessment Types section in the Writing guide. If your assessment is a presentation, see the Presentations guide.

Sources

Your assessment question will usually tell you what kind of evidence to include. Most of the time, you will need to find scholarly or peer-reviewed journal articles using the Library’s catalogue and databases. The Finding information guide explains how to do this.

Your question may also say how many sources you need. Check for more information in your assessment’s rubric.

Word count

The word count affects how many topics you can cover. In essays and reports, each paragraph or section should focus on one idea. Keep this in mind when planning and researching.

The word count calculator can help you figure out how many paragraphs or sections you should include.

Marking rubric

Every assessment you get will come with a marking rubric. This is a table that shows what you are being marked on and what you need to do to get different grades. Knowing how to read and use the rubric is an important part of doing well in your assessment. You should check it regularly while working on your task to make sure you are meeting the requirements.

Navigating your rubric

Your marking rubric is usually shown as a table. Across the top are the grade levels (like pass, credit, distinction), and down the side are the things you will be marked on. These might include how well you analyse the topic, the quality of your sources, and how well your writing is structured, including grammar and referencing.

Just like with assessment questions, rubrics can be either very detailed or more general. Below are examples of both.

Detailed marking rubric example

Assessed activities	Fail	Pass	Credit	Distinction	High Distinction	Mark
Following instructions Does the submission follow the instructions? Submission is 2000 words (+/- 10%) Submitted in appropriate format (Word doc or similar) through Turnitin by due date Font, spacing, and margins meet specifications.	The submission does not demonstrate that instructions have been followed.	Meets at least 50% of the requirements but many were missed.	Meets at least 60% of the requirements but several were missed.	Meets at least 70% of requirements but some were missed.	Meets all requirements.	/5
Research Does the submission show a good interrogation of the available literature, with a minimum of five credible/scholarly sources presented?	Less than the minimum number of sources used, or sources were not credible/scholarly.	Minimum sources included, but with questionable relevance to the topic.	Minimum sources included with relevance to the topic.	More than minimum number of sources used with strong relevance to the topic.	A number of credible/scholarly sources included with strong relevance to the topic and argument presented.	/10
Understanding Does the submission demonstrate understanding and engagement with the topic, answering the question effectively and persuasively?	Limited understanding and engagement demonstrated. Question not answered to an appropriate standard.	Passable engagement and understanding demonstrated with question addressed.	Engagement and understanding demonstrated, though further work is required to answer the question effectively.	Engagement and understanding of the topic demonstrated with a concise, clear and persuasive argument.	Engagement and understanding of the topic highly demonstrated with a very clear, concise and persuasive argument.	/20
Structure and expression Is the submission clearly structured, with a clear and logical flow, well-constructed paragraphs?	No clear structure, logical flow or poorly constructed paragraphs. Work may contain significant grammatical or spelling errors.	Structure, flow and paragraphs are OK, but there is significant room for improvement. Some distracting errors in spelling and grammar.	Structure, flow and paragraphs are mostly well constructed with some room for improvement. Minimal spelling or grammar errors noted.	Well-structured submission with logical and clear flow. Few spelling or grammar errors noted.	Well-structured submission that is engaging, eloquent and flows extremely well. No spelling or grammar issues noted.	/10
Referencing In-text and reference list entries presented in APA 7th.	Not submitted or significant inaccurate referencing in-text and in the reference list.	Reference list and in-text citations included however significant and consistent APA7 formatting errors noted.	Reference list and in-text citations included with limited errors noted and APA7 formatting largely consistent.	Reference list and in-text citations included with only one-two errors in consistence or style noted.	Reference list and in-text citations included. No errors identified.	/5

Broad marking rubric example

Criteria	Marks
Follows instructions Follows instructions provided in the assignment brief Inclusion of the required number/type of sources Font, spacing, margins and document set-up Word limit Submission by due date	10%
Structure of the assignment Clear presentation of information Logical flow Demonstrated understanding of content	50%
Academic writing Spelling, grammar and punctuation Well-constructed paragraphs Logical flow	30%
Referencing Accurate use of APA7 referencing style	10%

The detailed rubric shows exactly what the marker is looking for in each part of your assessment. If you are aiming for a distinction, read the descriptions in the distinction column to see what you need to do.

Rubrics also show how much each part is worth. In the broad example above, 80% of the marks come from how well your assessment is structured and written. Referencing is only worth 10%. This helps you decide where to spend most of your time and effort.

Sometimes the language in a rubric can be hard to understand. If you are unsure about anything, ask your classmates or your lecturer/tutor early on so you know exactly how your work will be marked.

Utilising the rubric

An easy way to effectively use the rubric is to turn it into a checklist for yourself.

Start by reading through your rubric and highlighting the things you want to aim for. These can come from different grade levels. It is up to you to decide what is realistic or what you want to work towards.

Once you have highlighted these points, put them into a written checklist.

Example assignment checklist:

You are aiming for a distinction in your assessment and are being marked using the detailed marking rubric. The following checklist will help you check that you are meeting the requirements:

Following instructions 2000 words +/- 200 words Word doc, submitted through Turnitin 12pt Arial font, double spacing, normal margins APA 7 reference list and citations

Research Seven sources included in the reference list, all cited in text Sources clearly relevant to the assignment question Sources clearly integrated into writing and provide support to the assignment’s argument

Understanding Demonstrated understanding of the topic by: Clearly defining all important terms Summarising the main ideas, arguments or theories discovered in the research process Expanded on ideas presented in lectures/tutorials as appropriate (providing additional sources of evidence to support points, not referencing the lecture slides) All elements of the question have been addressed

Referencing References checked against the APA7 referencing checklist!

Turning your marking rubric into checklists makes it easy to see what needs to be done – and it is satisfying to tick things off once you have completed your final draft!

Learning outcomes

Another helpful way to improve your assessment is by looking at the learning outcomes for your unit. These are listed in your unit outline and explain the skills you are expected to develop during the course. It is a good idea to read through the learning outcomes and keep them in mind while working on your assessment. They can guide you on what to focus on and how to show your understanding.

Depending on your unit, the learning outcomes might also be mentioned in your marking rubric or in the assessment summary in your unit outline.

Developing your ideas

Once you are confident that you understand your assessment question and what you need to do based on the marking rubric, it is time to start developing your ideas. These ideas can become the beginning of an assessment plan, which will help keep you on track and make it easier and faster to finish your assessment.

An assessment plan creates a roadmap that you can keep coming back to and update as you work through your assessment. It can be a broad overview or specific and detailed, whichever works best for you.

To make the most of any of these methods, we suggest that you learn a bit about your topic first. If you feel lost or are not sure where to start, return to your lecture or class notes or do a general search on a search engine like Google or Wikipedia. This will help you to get background information and find ideas you might want to cover.

Brainstorming

Brainstorming helps you to visualise your thoughts on a topic and can be done at any point in the assessment journey. It helps you to evaluate what you already know, find areas to learn more about, and kick-start your thinking. It is particularly useful for group assessments as it works well as a group activity.

Brainstorming can be used to:

• Figure out what you already know about a topic
• Decide what areas that you would like to include in your assessment
• Summarise the relevant content that has been covered in classes
• Choose potential topics for paragraphs
• Find the links between different topics, ideas or areas.

Method

1. Use a piece of paper or a program like GroupMap (Curtin provided) or TL Draw (no account required).
2. Write your topic words/question in the centre of the page.
3. Set yourself a timer for two - five minutes.
4. Start the timer and record all your thoughts about the topic as quickly as possible. Don not worry about it being messy or if ideas aren not good – just follow the thoughts as far as they take you. The goal is to write down a lot of ideas, not the best ideas. Sometimes the wilder the idea, the more useful it can be.
5. When the timer ends, step back and review your brainstorm. Look for:
   • Areas of strength
   • Areas that need more research
   • Words that need to be defined
   • Categories or ideas that relate to or complement each other.

Freewriting

Freewriting is also known as stream of consciousness, and works like a brainstorm. To do it, set aside dedicated time to write ideas and thoughts as they come to you, without worrying about structure or organisation. It lets you to explore concepts in a free and flexible way and come up with ideas that can be later turned into into a the basis of an assessment.

Method

1. Write your question at the top of a document (use a program like Word or Pages).
2. Set a timer for 20 minutes. Use this time to write non-stop without pausing to edit or structure. The goal is to write down your thoughts about the topic in full, including any thoughts, ideas, questions or concepts related to the topic.
3. Let your mind lead you from one idea to another. If something triggers a related thought, write it down even if it you are not sure it relates to your assessment question.
4. When the 20 minutes is up, take time to look over and reflect on what you have written. Read through your notes, highlight key points, and group related concepts. Look for central or common themes in your freewriting.
5. Based on your reflections, write a draft outline for your assessment.

Here is an example of what the freewriting process could look like:

Freewriting example [DOCX, 26.2kB]

Test searching

Test searching is a quick, first search to easily find out if you will be able to find enough information on your topic. Using any concepts or ideas you have identified, do a quick search in the Library catalogue or Google Scholar using at least two concepts (make sure you are being specific, because using just one word does not usually get useful search results).

Getting too much or irrelevant information

Never search with a single concept, because your results will contain everything that has ever been published with those words - a lot of it won’t be relevant. Be more specific by including more concepts. They may come from your question, or from your brainstorming/freewriting exercises. Examples of concepts you could add include:

• By demographic (for example, among teenagers, among elderly Australians, among the LGBTQI+ population)
• By location (for example, in rural communities, in Australia, in the Global South)
• By industry (for example, entertainment, medicine, finance, mining)
• By time period (for example, in the 21st century, in the last five years, since the COVID pandemic, during lockdowns)

Not getting enough information?

If you find too little information or do not find anything, you may need to modify your question or broaden your topic. For example, instead of “the impact of artificial intelligence on Hollywood screenwriters”, you could broaden your topic to “the impact of artificial intelligence on the entertainment industry”.

If you have completed your test search and you cannot find anything that looks relevant, do not worry! Discover strategies to help you improve your search in our Finding Information guide.

Assignment plan

Developing an assessment plan comes naturally after developing your ideas. Fill in the asessment plan template to work out the next stages of the assessment process.

• Assignment plan template - question provided [DOCX, 34kB]

Using feedback

Feedback from your lecturers and tutors is a useful source of information that can help improve your academic grades. Reading and thinking about feedback can tell you about your strengths as well as areas for improvement.

You might get formal feedback through your assessment submissions, or more casual feedback during lectures, tutorials and group discussions. You might also get feedback in discussion boards and announcements on Blackboard. All of these forms of feedback can give you an opportunity to ask for information, ideas, and new outlooks. They also help you to understand your progress and work on any issues before you submit your next assessment.

Using feedback to improve assignments

To get the most out of feedback, write an action plan that describes how you will make use of the comments and suggestions provided. You can start collecting feedback as soon as you start your assessment, not just after submission. By asking for feedback early, you can make small improvements while you work on your assessment.

Feedback Action Plan Template [DOCX, 36kB]

Here are some tips to help you use feedback:

1. Read and understand the feedback

   Look at the assessment brief and marking rubric as you go. Re-read the key points to make sure you have understood the feedback correctly.

2. Seek clarification

   Write down any points that you don not understand so you can ask your tutor for clarification.

3. Identify and prioritise key areas for improvement

   Write priorities and goals to use the feedback in your action plan. Remember, you do not have to tackle every piece of feedback at once; focus on parts that were mentioned most often. For example, if you often get feedback that your referencing or the structure and flow of your writing need to be improved, include them in your plan and work on them one at a time.

   Tip: Keeping a record of the feedback from all your assessments will help you spot and fix persistent issues. Look for repeating issues in your work, like referencing errors, unclear arguments, or grammatical mistakes. Think about how you can use this information to help improve on your next assessment.

4. Find resources to help you improve

   Check writing guides, workshops or academic support centres for help. Curtin Library offers lots of tools and services to help you work on your academic skills. Here are some examples:

   • UniSkills: Assignment skills modules
   • Referencing guides
   • Referencing checklists for APA or Chicago
   • Editing guide
   • Assignment skills workshops
   • Peer Academic Mentors (PAMs)
   • Grammarly
   • Check out the Curtin Library Gen-AI Guide and explore the Prompt Library—a resource for using Gen-AI to give feedback on academic writing.

Managing feelings about critical feedback

Critical feedback is feedback that points out areas you need to work on in the future. Receiving critical feedback can feel discouraging, but always try to look at it as a learning opportunity. You should:

• Take some time to reflect on, and process the feedback. This helps settle the emotions you feel after your first read through.
• Try not to focus on the mark. Instead, carefully read the marker’s comments. This will help you understand what you did well and areas you need to work on.
• Focus on the goal of learning. Feedback is about learning, not a personal criticism. Your lecturers and tutors want you to succeed in your studies. When they provide feedback, their goal is to help you succeed.
• Pay attention to positive feedback, not just critical feedback. This highlights what you are doing well and helps you to build on your strengths in future assessments.
• Consider talking about the feedback with your classmates to look for common trends and see how your experience compares with others.

Remember! Academic study requires you to have scholarly conversations. When you take part in the coversation, ask questions and are open to different points of view, you gain control of your own learning.<h2 id='about-uniskills'>About UniSkills</h2>

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