Assessment Types

Key Points Reports are a common form of writing in the workplace. They often have headings, numberings, graphs, tables and figures. They can also fit other assessment types like case studies and research reports. They can often include recommendations or suggestions.

What is a report?

A report is a common type of writing used in the workplace. Reports can be written for many reasons like documenting research findings, informing decision-making, , evaluating projects, providing updates on progress or performance, and communicating important information to stakeholders. They are often read quickly which means that headings and subheadings are important. Reports often use images, graphs and tables as they are an effective way to communicate information. It is important to think about who the report is for and what the purpose of it is.  

How do I plan it?

Like all academic papers including essays, reports need to be structured with an introduction, a series of body paragraphs, a conclusion and a reference list.

• • The introduction should provide an overview of the topic and the key points that will be covered in the report. The general rule is that the introduction accounts for 10% of the total paper word count.
  • The main body contains sections (and sub-sections) providing supporting details related to the topic.
  • The conclusion includes a summary of the main points and findings covered in the paper. Like the introduction, the conclusion generally accounts for 10% of the total paper word count.
  • The reference list and in-text citations follow APA 7th Referencing style.
  • Some reports may also have an executive summary and/or an appendix with information that does not need to go in the body of the report but would be useful for the reader. Check your Unit Study Guide or with your lecturer for specific requirements.

Common Headings

 

Formatting Headings

A guideline for formatting headings is given below.

• The first level should be centered and in bold. Each main word should start with a capital letter.

• The second level should be left aligned and in bold. Each main word should start with a capital letter.

• The third level should be bold and italicised. Each main word should start with a capital letter.
• Paragraphs should begin on a new line.
• Headings may be numbered, i.e. 1, 1.1, 1.2, 2, 2.2 and so on.

It can be helpful to use the ‘Heading Styles’ feature in Microsoft Word to set up your headings so that they are consistent

What kind of language do I use?

Reports need to be written in a formal and clear style. Reports may present information in paragraphs, and in bullet points, numbered lists or as a table or figure (graphs, charts and diagrams) and these must also be presented professionally. They need to be labelled with an identifier (e.g. Figure 1 or Table 1) and a title/caption.

Check the instructions and marking criteria for your assignment as they may add specific requirements.

Bullet points and numbered lists should be used sparingly. A bullet point list needs to be introduced using part of a sentence with a colon (:) and written so that each point fits in grammatically with the introductory sentence.

Analysis	Recommendations
The institution failed to…. The college effectively…. According to the theory of x best practice would have been to …. The research design did not follow the concept of x The activity demonstrated efficient implementation of… In the case it was found that… Analysis of x demonstrated… A reoccurring problem in the case was …	It is recommended that in the future x…… X could have been avoided if….. Author (year) argues that a better approach would have been… A possible solution to x is to x A better option would have been x To avoid this in the future the teacher needs to… Author (year) suggest that a applying the concept of x can avoid issues like this.

 

 

 

 

 

 

 

 

 

 

 

 

Interview Techniques           Throughout the interview I used a variety of probes which proved to be effective. Probes enable the interviewer to ask respondents to extend, elaborate, add to, exemplify, provide detail for, clarify or qualify their response, thereby addressing richness, depth of response, comprehensiveness and honesty that are some of the hallmarks of successful interviewing (Cohen & Manion, 2018). As Fowler (2019) points out one limitation of probing is that it can be an opportunity for bias to creep in. I was well aware of this when preparing from my interview, so in order to try and limit this I used the technique of anticipated prompts. Anticipated probes are pre scripted and can be used to try and minimize bias (Cohen & Manion, 2018).  I found this be very useful in the interview as it kept me on track. When the participant gave examples of their experiences it made it easier for my to draw out the themes. However, I could have spent more time preparing the anticipated probes as during the interviews a few themes came up that were unexpected, and I panicked a little as I did not have any appropriate probes prepared. This is an area I plan to improve on in the future. ​

First sentence to introduces the main idea of the paragraph in the student’s words Students links what they did to the literature. Student reflects and evaluates their own interview. Student links back to the main idea and possibly the next paragraph

Sample 2   Design Thinking as a Tool for Critical Thinking              Utilizing design thinking can significantly enhance students’ critical thinking and improve the process of education and learning (Chin et al., 2019). Design thinking encourages students to examine issues from various angles, execute ideas, and act upon results, thereby strengthening critical thinking. This process guides students to challenge themselves, accept constructive criticism, and strive for improvement (Tsai, 2021). The methods employed in design thinking are essentially the same as those used in critical thinking to enhance understanding of various issues.  In summary, the use of design thinking as a tool in education can contribute to the enhancement and strengthening of critical thinking.

First sentence introduces the main idea of the paragraph. Adds evidence and references to support argument. Student adds own voice. Summarises the main point.