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An Extended Glossary of Assessment Terms
| Category | Term | Definition |
|---|---|---|
| Academic integrity | Paraphrase | Text re-written in different words to summarise the original text. |
| Academic integrity | Plagiarism | Taking other people’s ideas or work and presenting it as if it were your own, without acknowledging the source of the work. |
| Academic integrity | Reference | A pointer to the source of information, normally formatted in a specific way in order that the reader may locate the source easily. |
| Academic integrity | Source | Where something came from or originated. |
| Content | (An) Objective | The point, goal, or thing aimed at; what you want to achieve by a particular activity. |
| Content | Abstract | A very short form or summary of an article or other text, giving only the most essential information. |
| Content | Assumption | Something which is accepted as being true for the purpose of an argument. |
| Content | Brainstorm or concept map | List possible ideas to address each part of the assignment task based on what you already know about the topic. |
| Content | Coherent | Logical and well organized; easy to understand and clear. Information and arguments are integrated (see integrated argument below). Component parts and sections lead to a harmonious whole. |
| Content | Commercially sound recommendations | Suggestions that demonstrate the exercising of good judgement on commercial opportunities, demonstrating practical business knowledge, having an instinct for what will be good for the business and considering obvious or potential pitfalls. It involves recognising how different actions or strategies can impact a company’s cashflow, profitability and success. Commercially sound recommendations derive from careful and well considered analysis and execution. The ability to make commercially sound recommendations shows that you have a grasp of how business operates. You keep in mind the vision or purpose of the business, the strategic direction it is taking, and the tactical approach of the various business functions (e.g., production, sales and finance while considering any legal and regulatory issues), so that it achieves its goals as effectively as possible. |
| Content | Concept | An abstract idea, principle, construct, theory, framework or notion. |
| Content | Diagram | A drawing, chart, plan, or graph; may also be called a ‘figure’. A simplified drawing showing the appearance, structure, or workings of something; a schematic representation. Diagrams should be labelled and there should be an accompanying explanation, called a ‘caption’. |
| Content | Factor(s) | Something that affects an event, decision or situation. |
| Content | Function | What something does, its purpose. |
| Content | Implications | Likely results, consequences or considerations. |
| Content | Insight | An accurate and deep understanding of an issue or phenomenon. Insights denote the discovery of a relevant, actionable and previously unknown or unrealized reality about a topic, issue or phenomenon, as the result of extensive research and analysis. An insight offers a new understanding of an issue or phenomenon around which arguments can be built and on which judgements can be based. |
| Content | Integrated argument | Linking and/or combining individual arguments together to make a coherent, overarching case. Integrated arguments are organised so that they work together to build structured reasoning and may also be interrelated in the discussion. |
| Content | Limitations | Weaknesses within a study, approach or argument that may influence the outcomes or conclusions drawn. |
| Content | Rationale | A set of reasons or a logical basis for a course of action or belief. |
| Content | Role | The part something plays, particularly in relation to something else. |
| Content | Theory | A coherent set of ideas, principles, rules or conventions concerning a particular area of study which help with understanding and explaining it. |
| Content | Thesis | An idea or proposal put forward for discussion and defence. |
| Execution | (With) Reference to | A pointer to an item located at another (usually previous) point in a text. |
| Execution | Academic literature | Academic literature usually written by academics who are experts or specialists in a field. Its purpose is to present research findings and expand knowledge in a discipline or field. Academic literature is typically peer reviewed and takes the form of academic journal articles, textbooks, books, subject-specific reference works (e.g., encyclopaedias), scholarly monographs and expert reports. Articles range in length by may be up to 30 pages to provide in depth coverage of topic. |
| Execution | Authoritative | Can be trusted as accurate and reliable, but also demonstrates the author’s confidence, knowledge and command of the material. |
| Execution | Concise | Short, to the point, without unnecessary words. |
| Execution | Creativity | Academic writing depends on structure, thesis statements, supporting arguments, correct grammar and accurate citations. However, you might express originality and innovativeness in the sources you use for research, analysis, and as evidence to support your arguments. You might identify new ways to combine your arguments or insights to generate novel interpretations of information and perspectives. You might demonstrate originality in the written, verbal and visual expression of the work, for example, by giving relevant and interesting but unique examples, using imaginative language and visuals like metaphors, analogies, pictures and graphs, or by supplementing the work with additional media (e.g., adding a video). |
| Execution | Experimentation | The action or process of trying out new ideas, methods, or activities to discover what effect they have. |
| Execution | In relation to | Make connections to a specific part of a topic, piece of information or context. |
| Execution | Methodology | A methodology is the design process for carrying out research. It denotes a general research strategy that outlines the way that research will be (or has been) undertaken, and specifies the methods used. These ‘methods’, outlined in the methodology, define the approaches taken for data collection and analysis, and sometimes explain how specific results are to be calculated. |
| Execution | Practitioner literature | Practitioners are people who practice a profession (cf. an academic who studies a discipline). Practitioner literature is usually written by a practitioner of specialist journalist. Its purpose is to report on business trends, report on an industry or provide practical advice for dealing with a business issue. Articles range from short to long. Practitioner literature might take the form of industry reports, industry journals and magazines, news media, white papers and blogs. |
| Execution | Primary source | A source of information which was an original creation (a research report, a research paper, an artifact) (cf. Secondary source). |
| Execution | Problem solving | The process of finding solutions to difficult or complex issues. Solving a problem might require you to define the problem; determine the cause of the problem; identify, select or and prioritize alternatives for a solution, and recommend or implement a solution. |
| Execution | Secondary source | A source of information which makes use of, refers to, or comments on other sources (cf. Primary source) |
| Execution | Validity/ Valid | Logical or factual soundness. |
| Perspective | Bias | The tendency to adopt a particular stance or to support a particular point of view in an unfair or unbalanced way. |
| Perspective | Objective | Based on established facts, strong evidence and widely accepted premise, rather than personal opinions or points of view (cf. Subjective) |
| Perspective | Premise | A presupposed idea or statement (which may or may not be true) upon which an argument is based |
| Perspective | Reflective | Applying deep thought. |
| Perspective | Subjective | Based on personal opinions (cf. Objective). |
| Task | Abstract | Consider something theoretically or separately (from something else, such as real things and events). |
| Task | Account for | Explain, give information about. |
| Task | Analyse | Explain, clarify, give reasons for. Break an issue down into its component parts, discuss them and show how they interrelate to better understand an issue. Consider the different ways you can explore and investigate an issue and provide evidence for those ways of seeing them. |
| Task | Apply | Put and idea or perspective into operation or use; show how the idea can be used in a particular situation. Show awareness of relevant skills, knowledge or understanding appropriate to the context. |
| Task | Argue | Make a series of points that are supported by evidence and lead to a logical and coherent conclusion. You may make a case for and/or against some given point of view with the support of evidence. |
| Task | Assess | Consider the value or importance of something, paying due attention to positive, negative and disputable aspects, and weighing them up. You might also cite the judgements of any known authorities as well as your own. |
| Task | Assume | Imagine that the following is true. |
| Task | Calculate | Determine from given facts, figures or information; obtain a numerical answer showing the relevant stages in the working; determine or find (e.g., a number, answer) by using mathematical processes. |
| Task | Classify | Divide into groups so that things with similar characteristics are in the same group. |
| Task | Compare | Show how two or more ideas or pieces of information are similar (and, sometimes, different). |
| Task | Construct | Make, build, create or put together by arranging ideas or items (e.g., an argument, artefact or solution); display information in a diagrammatic or logical form. |
| Task | Contrast | Show how two or more ideas or pieces of information are different. |
| Task | Critically analyse | Similar to ‘analysis’, but additionally questioning and testing the strength of your and others’ analyses from different perspectives. This often means using the process of analysis to make an overarching objective, reasoned argument for your overall case or position. |
| Task | Critically assess | Similar to ‘assess’, but emphasising your judgements made about others’ arguments, and about what you are assessing from different perspectives. This often means making a reasoned argument for your overall case, based on your judgements. |
| Task | Critically evaluate | Similar to ‘evaluate’, use criteria to guide your assessment of which opinions, theories, models or items are preferable, but also showing how judgements vary from different perspectives and how some judgements are stronger than others. This means creating an objective, reasoned argument for your overall case, based on the evaluation from different perspectives. |
| Task | Critique | Challenge ideas, information or data, or address questions of quality, accuracy, relevance, and trustworthiness. Judge the merit or truth of the factors or views mentioned, including both strengths and weaknesses. |
| Task | Debate | Present different perspectives on an issue. |
| Task | Deduce | Draw reasoned conclusions from information provided. |
| Task | Define | State the precise meaning or interpretation of something, giving enough detail to allow it to be distinguished from similar things. Where relevant, show you understand how the definition may be problematic. |
| Task | Describe | Outlines the main aspects of an idea, topic or issue, or relays the sequence in which a series of things happened. |
| Task | Design | Conceive of an outline and plan how something will be done, made or achieved. Outline the purpose, stages, process, or system. |
| Task | Develop | Build an idea or perspective on given information and evidence; allowing the perspective to advance or become more elaborate. |
| Task | Discuss | Investigate or examine by argument. Examine key points and possible interpretations, sift and debate, giving reasons for and against. Discussion often requires you to explain which ideas or views seem stronger and why. Then, draw a conclusion. |
| Task | Distinguish between | Describe the difference. |
| Task | Elaborate | Give reasons and examples. |
| Task | Evaluate | Similar to ‘assess’. Make an appraisal of the worth of something, in light of its apparent truth; include your evidence-backed opinion. Evaluation requires you to make an overall judgement of something, explaining the extent to which it is for example, effective, useful or true. Evaluation is therefore sometimes more subjective and contestable than some kinds of pure assessment. |
| Task | Evidence | Provide support for an idea or argument using facts or information that indicate whether the idea or argument is valid, true, or reasonable. Evidence comes in many forms including data, insights (see below), quotations, paraphrased text, and real-life examples. |
| Task | Examine | Present in depth; explore and discuss the implications. |
| Task | Explain | Describe an idea, issue, or situation in detail with the support of relevant facts to make clear the causes, the context (i.e., how it came to be), how it works and the consequences. |
| Task | Explore | Consider an idea or issue broadly and thoroughly, searching out related and/or particularly relevant, interesting, or debatable points. Consider from a variety of viewpoints. ‘Explore’ may also relate to the act of investigating an issue where you look for all items, details, facts and information that may be relevant in books, academic journals, in relevant information databases and on the internet. A thorough exploration entails extensive coverage of the available information which means your search is broad and far reaching and include a variety of sources. A shallow exploration may not produce adequate information as it would be drawn from a limited number of sources. |
| Task | Extract | Select relevant and/or appropriate detail from an argument, issue or artefact. |
| Task | Extrapolate | Infer and/or extend information that may not be clearly stated from a narrative, opinion, graph or image by assuming existing trends will continue. |
| Task | Give an account of | Describe. |
| Task | Identify | Pick out what you regard as the key features or aspects of an idea, issue or situation, perhaps making clear the criteria you use. |
| Task | Illustrate | Give examples of something to help describe or explain it, or use diagrams (see below), graphs charts or other visual aids to help describe or explain it. |
| Task | Implement | Put (e.g., an idea, plan, decision) into effect. |
| Task | Indicate | Show, explain. |
| Task | Infer | Derive conclusions from available information or evidence, or through reasoning, rather than through explicit statements. |
| Task | Inform | Provide facts, information about a topic; or examine the essential or formative principles that contribute to a topic. |
| Task | Interpret | Clarify or explain the meaning of information, an action or a perspective, perhaps indicating how the information or action relates to some other information, action or perspective. |
| Task | Issue | An important topic for debate or discussion; something worth thinking and raising questions about. |
| Task | Justify | Express valid reasons for accepting a particular action, interpretation or conclusion while considering different possible views and ideas. Justification is common when arguing a case (see ‘argue’). |
| Task | List | Provide a series of related words, names, numbers or items that are arranged consecutively. |
| Task | Outline | Indicate the key aspects of a topic, or key occurrences in a sequence of events, possibly setting them within a clear structure or framework to show how they interrelate. |
| Task | Persuade | Induce (someone) to do something through reasoning or argument; convince. |
| Task | Predict | Estimate a future outcome as a consequence of something, based on knowledge, evidence or past experience. |
| Task | Propose | Put forward and idea, plan, or suggestion to be considered by others. |
| Task | Prove | Demonstrate the truth or existence of (something) by evidence or argument. |
| Task | Recommend | Put forward and/or approve (someone or something) as being suitable for a particular purpose or role. |
| Task | Recount | Retell a series of events or steps in a process, usually in order. |
| Task | Reflect | Consider information or a situation from a personal perspective, based on relevant knowledge or experience. You may need to produce a contemplative, balanced appraisal of an issue or piece of information. |
| Task | Relate | Mention connections and associations. |
| Task | Research | Gather material, information, and data from relevant sources on a subject. Research often implies or requires that you analyse the material, information, or data you found. |
| Task | Review | Consider something carefully to see what is wrong/could be improved, analyse and comment on major points. |
| Task | Suggest | Put forward for consideration a solution, hypothesis, idea or other possible answer. |
| Task | Summarise | Briefly state the main features of an argument or issue, omitting all unnecessary detail and side-issues. A summary should be concise and precise. |
| Task | Support or Substantiate | Strengthen arguments or points with evidence from authoritative sources. |
| Task | Survey | A systematic method of gathering and evaluating information. |
| Task | Synthesise | Combine information or ideas from various sources that have not been combined before and draw relationships among them to describe the bigger picture, form new perspectives, or reveal new insights (see below). |
| Task | Take into account | Consider, think of. |
| Task | Theorize | To construct a coherent set of ideas, principles, rules or conventions concerning a particular area of study which help with understanding and explaining it. |
Adapted from:
Gonsalves, C., 2021, A Principles of Marketing Glossary. Accessible at https://shorturl.at/owX45
https://student.unsw.edu.au/glossary-task-words
https://www.port.ac.uk/student-life/help-and-advice/studyskills/written-assignments/essays-task-words
https://www.manchester.edu/OAA/Library/New_Library/
Articles/WhatDeDiff.pdf
https://www.uts.edu.au/sites/default/files/article/
downloads/Task%20Words%20Factsheet.pdf