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Exploring assessment task design and implementation in the practices of award-winning university teachers

Assessment task design plays a major role in influencing how students engage with their studies. This paper uses a case study approach to explore the assessment practice of five award-winning teachers across five different disciplines. The research method involved ethnographically-oriented classroom observations and multiple interviews with participants. Four key features of assessment task design are discussed: developing participation in the discipline, spreading student effort evenly through a module, involving some personal student investment or choice, and facilitating dialogic feedback processes.

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