There’s a new update in CourseLoop – the assessment type dropdown menu has been refreshed to align with a standardised set of assessment types used across UTS. This change brings greater consistency and clarity for both teachers and students, ensuring that assessment types reflect a shared language across UTS.
What’s changing?
From now on, all assessments will need to be classified using thise new list. Any assessment type currently sitting in CourseLoop will remain unchanged until you next update that specific assessment. When you do make a change, the system will prompt you to reclassify the assessment using the new list. This update only applies when changes are made to an assessment type, not every time a subject is updated.
Alongside the new assessment types list, you’ll still use the free text Assessment Title field in CourseLoop and your assessment brief in Canvas to provide additional detail for students. These fields are the best place to give students clear, specific descriptions of their tasks.
The new assessment types list
The table below outlines each assessment type, exactly as it now appears in CourseLoop, along with the corresponding definition. These definitions aim to support clarity and consistent use across subjects.
| Assessment type | Definition |
| Written submission | Written submission prepared ahead of time by an individual student or as part of small group collaboration. May include (but is not limited to): essay, report, article, interview, letter, analysis, policy brief, logbooks/lab books, data journal, calculations/proofs, critical reflection, design documentation or a portfolio. Where the submission is based on group work, the assessment should not be weighted more than 30% as per the procedure (4.5). May include a viva voce (oral defence) component for greater assessment security. |
| Presentation | Presentation prepared ahead of time by an individual or via small group collaboration. Where the presentation is assessed as group work, the assessment should not be weighted more than 30% as per the procedure (4.5). May include a viva voce (e.g. Q&A, oral defence) component for greater assessment security. |
| Project | Student project completed as part of a regular subject completed by an individual or via small group collaboration. The submission may be in multiple formats depending on discipline requirements (e.g. research essay, computer code, data analysis, industry report/presentation). May include a viva voce component for greater assessment security. |
| Creative project/portfolio/ showcase | A creative work or demonstration of a creative skill that may or may not include a written component (e.g. fashion design, animation, games development). May include a viva voce component (oral defence) for greater assessment security. |
| Reflection | Designed to demonstrate a student’s critical and personal engagement with their learning experiences, decisions, or professional practice. Reflection tasks are designed to foster self-awareness, integrative thinking, and the ability to connect theory with practice and are therefore often a part of placements, internships, or other work integrated learning activities. It is typically written but may also be delivered in other formats depending on disciplinary requirements such as via portfolio, presentation, or video. Should be clearly defined to distinguish it from general written submissions, especially where reflection is a core competency. |
| Capstone project | A student project completed as part of a capstone subject. The submission may be in multiple formats depending on discipline requirements (e.g. research essay, computer code, data analysis, industry report/presentation). May include a viva voce component (oral defence) for greater assessment security. |
| Combination | A multi-part assessment that integrates more than one assessment format—such as a written submission, presentation, interactive oral, viva voce or reflection—within a single cohesive assessment activity. It may involve both individual and small group collaboration. This type is particularly suited to disciplines where authentic professional practice requires the synthesis of multiple outputs (e.g., a report accompanied by a presentation or a viva voce discussion). |
| Practical test | Demonstration of skills (e.g. teaching a class, clinical skills, laboratory work, programming demonstration, design activity). This may include OSCE (observed structured clinical examination). |
| Interactive oral | An interactive oral is a discussion between the student and assessor(s) that involves real-time verbal interaction between the student and assessor(s). The discussion focuses on work the student has already completed, and potentially any plans for work yet to be done, similar to a discussion about a workplace project. The intention is to provide opportunity for the student to demonstrate their understanding of the ideas and concepts explored in the course. This type of assessment particularly supports assessment security through synchronous engagement. |
| Placement | Completion of a placement required for the subject/course. Generally, graded as pass/fail but may have other work attached such as a written submission that may be graded. |
| Final exam | Final exam at the end of a teaching session that includes content from across an entire subject or topic area. These are generally invigilated remotely using online services and are generally, although not always, organised by the central exam unit and held during the exam period. May be written, oral, or take-home exam. |
| In-session exam | Exam held in class time either during the teaching session or at the end of the session. These are organised and invigilated within the faculty. May be written, oral, or take-home exam. |
| Quiz | Quiz delivered during class time, take-home, or via Canvas, designed to assess knowledge, application, understanding, and/or critical analysis. Questions may be randomly generated or common across students and changed across cohorts. |
| Dissertation | Written submission using specific guidelines for specific degrees in relevant faculties. For example, Honours, Masters by research, or Doctoral degrees. |
Clear, specific assessment names make a real difference to how students understand what they’re being asked to do. Rather than relying on generic labels like Assignment 1 or Report, aim for names that tell students both what the task is and why they’re doing it.
For example, instead of simply using Presentation, a name like Group Presentation: Policy Analysis and Recommendations gives students an immediate sense of the format, purpose, and disciplinary context. This level of clarity helps students see how the assessment connects to the subject, supports transparency, and reduces unnecessary confusion.
Clear naming also strengthens alignment with your Subject Learning Outcomes by making the intent of the task visible from the outset. When students can quickly grasp what the assessment involves and how it contributes to their learning, they’re in a much better position to engage with it confidently and effectively.
Additional resources
These updates to assessment types and suggested assessment naming conventions sit within a broader framework designed to support high quality, consistent assessment practice across UTS. The new Assessment and Feedback Guidelines bring together all of this information—definitions, requirements, examples, and practical advice—into one place. They’re designed to help you make confident, informed decisions about your subject assessments and ensure students have a clear, transparent understanding of what they’re expected to do. If you’re updating a subject or refreshing assessments for an upcoming session, the guidelines are an excellent place to start.