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Case 1 - First year undergraduate unit
This case study was conducted within a first year Media Studies unit within an undergraduate Arts degree. Adaptively-released assessment feedback (ARAF) strategies were implemented in the first assessment task in the unit, Assessment Task 1: Research (Ideological) Essay, in which students perform an ideological critique of a feature film. The word limit for the essay is 1500 words; it is worth 35% of the overall grade for this unit.
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The adaptively-released assessment feedback (ARAF) strategies used in this unit included:

At the beginning of the semester
  • Students receive assessment task details, instructions and marking rubrics.
Before assessment task submission
  • Students complete assessment task, according to assessment task details and instructions, using the marking rubric for guidance.
  • Students complete the marking rubric as a self-assessment task.
  • Students submit their assessment task with their completed self-assessment rubric through the Turnitin portal on the Learning Management System (Moodle).
After assessment task submission
  • Lecturer marks the submitted assessment tasks, recording 1) qualitative assessment feedback on the marked-up assessment task; and 2) quantitative feedback on the rubric.
  • Lecturer returns marked-up assessment task, including qualitative feedback, to students via a link on Moodle.
  • Students access their marked-up assessment task, including qualitative feedback, via the LMS.
  • Students access an online survey that requires responses to their qualitative feedback and details of their plans (if any) of how to use it in future learning.
  • Once the marked-up assessment tasks, including qualitative feedback, are accessed by all students, the quantitative feedback is released within the rubric, including a grade, criteria ratings and an overall comment.
  • Students access an online survey that requires responses to their quantitative feedback and details of their plans (if any) of how to use it in future learning.
The following rubric was used by students as a self-assessment task and by the lecturer to mark the students’ assessment tasks.

Ideological Research Essay

Name: [Student’s name added here]

Mark: [Final grade or mark added here]

Quality of argument and evidence








Convincing, thorough, accurate response to the task






Response does not accurately address task









Argument developed







Weak, no argument

Logically developed and structured







Lacks logic, rambles

In depth research into critical positions






Little or no research in critical position apparent

High level of understanding and application of critical position






Does not understand or use critical position well

Well supported by evidence and examples






Inadequately supported by evidence and/or examples

Accurate presentation of evidence and examples






Inaccurate presentation of evidence and examples

Written expression and presentation

Fluent and succinct, excellent presentation






Clumsily written, verbose, untidy

Correct punctuation, grammar and/or spelling






Incorrect punctuation, grammar and/or spelling

Concise, thorough synopsis that feeds into analysis






No synopsis

Appropriate length






Over/under length


Adequate number of scholarly, task-appropriate references







Inadequate number of references/inappropriate choice of references

Adequate acknowledgement of sources






Inadequate acknowledgement of sources

Correct and consistent in-text referencing style (MLA)






Incorrect and/or inconsistent referencing

Works cited list is error-free






Errors and inconsistencies in works cited list



[Student’s or lecturer’s comments added here]


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