Image generated with Flux (Pro)

Observation and assessment of live demonstrated practical, skills or performance tasks. Includes tests of clinical, laboratory, field or other skills in supervised environment.

Type = In person, practical, skills, or performance task or test

Category = In class - secured

Description

Observation and assessment of live demonstration of practical, skills or performance tasks. Broader in definition than a Practical Test or Practical Exam, and held during a regular class time or times throughout semester, examples of this assessment type include simulated clinical examination such as setting up and interpreting an ECG reading from a client, instrumental/musical performance such as a single work performance or multi-work program/recital, performance of a scene from the dramatic literature, supervised creative process such as students responding to a design brief within a time-limited environment.

These kinds of tasks assess the performer's skill relevant to the task - for example, musicality and proficiency with their instrument, musical interpretation of the piece, cohesion of the ensemble for group performance, capacity to 'work the stage' alone or in a small group, voice projection. In the fields of science, design, business and others, these tasks may also assess critical thinking and problem solving, groupwork, collaboration and organisational skills, in addition to the outcome of the task itself, which may be a physical product or performance. For many tasks, AI use will not be practical nor relevant - such as for live performance of music or dramatic arts. For other tasks, AI use may be prevented or allowed as appropriate to the task and the assessment.

As secured assessments, in person practical, skills, or performance task or test enable assurance of student attainment of learning outcomes. Feedback may be given by the assessor during or after the task or test, as relevant.

Meaningful engagement with AI

For some disciplines, AI may be a 'standard tool' in the student's future workplace, and the assessment may therefore include this to simulate an authentic, real-world task. An example of this may be to speed up the design process of an engineering or design project, problem solve potential structural design issues, create and run code quickly. When AI is provided as a recommended tool for a secure assessment task, the assessment of the student learning outcomes could include the ways in which the student was able to use the AI tool to improve the project/output. Note: where the creative aspect of the task is the primary assessment outcome, this will be better classified as an in person written or creative task.

AI platforms such as Cogniti may be used to help students prepare for this kind of assessment task, ranging from basic Q&A capabilities through to giving feedback on a given practice response or process input into the chatbot and prompting students to critically evaluate their performance in advance of the real assessment. AI tools may also assist assessors in providing more comprehensive and constructive feedback.

Examples

Clinical skills assessment (Medicine/Health): Students perform a patient examination or medical procedure (e.g., taking vital signs, conducting a musculoskeletal assessment) under supervision, assessed on technique, communication, and clinical reasoning.
Laboratory techniques test (Science): Students demonstrate a key lab skill, such as preparing a solution, running a gel electrophoresis, or conducting a titration, where they are assessed on accuracy, safety, and adherence to scientific protocols.
Engineering workshop task (Engineering): Students assemble a basic mechanical system, test an electrical circuit, or demonstrate a coding solution in a controlled environment, evaluated on functionality, precision, and problem-solving approach.
Field data collection (Environmental Science/Geography): Students collect environmental data (e.g., soil samples, species counts, water quality readings) in a field setting, assessed on technique, accuracy, and interpretation of results.
Performance showcase (Music/Theatre/Dance): Students present a prepared performance, such as a solo music piece, dramatic monologue, or choreographed dance, and they are assessed on technical skill, expression, and stage presence.
Client or stakeholder pitch (Business/Design): Students present a business solution, marketing plan, or design concept to a panel acting as clients, assessed on clarity, persuasion, and responsiveness to live questions.

Groupwork opportunities

While some practical skills or performance tasks will be relevant to assess individually, some tasks may be too complex for an individual student to perform alone at the given stage of their program, and thus a group assessment may be a good approach. This may be particularly suitable where the complex skill is developed further throughout the student's candidature, and students are assessed performing that same complex task individually later in the course/program. In this way, student learning is scaffolded and guided from a group activity through to increasing independence in the senior years of study. Tasks undertaken as a group enhance students' teamwork and communication skills, relevant for the student's future workplace. Group tasks may also include things such as a dramatic improvisation task where prompts are given by the assessor and the group of students is assessed on their cohesion and ability to respond to others and changing situations rapidly.

Peer feedback during the development of skills assessed in the in-person practical, skills, or performance task can help students both develop their own practical skills, and their understanding of the marking rubric and overall goal of the task, including what constitutes 'good' performance of the task. Constructing and delivering peer feedback further develops the student's capacity to organise and deliver their thoughts in a clear and actionable manner.