Bandy why assignment essays are common assessment tasks in undergraduate tertiary coursework, and estimate the effectiveness of assignments as an avenue for literacy.( Word limit 500 words – 10 latitude) Please note that the APA representing style is used in this sample essay. preface Assignment essays are developed from set questions that give scholars a period of time to probe a content and produce their answer with references to their sources of information. While there are some disadvantages with using assignment essays as an assessment tool, there are sound educational purposes bolstering this practice. This essay examines the reasons why assignment essays are salutary for pupil literacy and considers some of the problems with this system of assessment. Body paragraph 1 Assignment essay tasks are set to help scholars to develop mastery of their study subject. originally, assignment tasks enhance understandings about subject matter. Yang and Baker( 2005) reason that “ to master your literacy accoutrements and extend your understandings, you need to write about the meanings you gain from your exploration ”(p. 1). Secondly, exploration( Hex, 2004; Zapper, 2006) easily demonstrates that scholars learn the jotting conventions of a subject area while they’re probing, reading and writing in their discipline. This exertion helps them to “ crack the law ” of the discipline( Bloggs, 2003,p. 44). therefore, scholars are learning subject matter and how to write in that correctional area by probing and writing assignment essays. Body paragraph 2 Using assignment essays for assessment supports pupil learning better than the traditional examination system. It’s considered that course- work assignment essays can lessen the extreme stress endured by some scholars over ‘ unforeseen- death ’ end of semester examinations If we contend that all scholars write about everything they’ve learned in their study courses at the same time and in the same place(e.g. in examinations), we aren’t giving all of our scholars equal openings. Some scholars aren’t demoralized by the test experience while others suffer ‘ test jitters ’ and perform at the smallest position of their capabilities.( Wonderland University, 2006,p. 4) also, Jones etal.( 2004,pp. 36- 37) propose that assignment essays can be used to assess pupil learningmid-course and so give them with helpful feedback before they’re subordinated to the test experience. Examinations only give scholars with a mark rather than specific feedback on their progress. thus, setting assignment essays for a substantial part of pupil assessment is a important fairer approach than one- off examination testing. Body paragraph 3 As an assessment tool, assignment essays have some disadvantages for speakers and scholars. It has been set up that assignment essays consume a great deal of staff time and plutocrat to mark and pupil time to prepare( Sankey & Liger, 2005,p. 192). A consequence of these problems is that feedback to scholars is constantly delayed, and this is much lower useful to scholars than rapid-fire feedback(p. 294). It’s incompletely because of these disadvantages of time and expenditure that other assessments similar as multiple- choice tests and short answer questions have an continuing place in the tertiary literacy terrain. Conclusion To conclude, it seems that assignment essays continue to have a prominent part in tertiary education as an assessment tool. This is substantially because they’re veritably effective in developing knowledge and jotting chops for subject areas. Also, assignment essays can be less stressful than examinations as they allow scholars to show their understanding of content in lower pressured circumstances. On the other hand, the time consuming nature of jotting and marking essays points to some disadvantages that also need to be considered. The weight of substantiation, still, supports the jotting of assignment essays for pupil assessment because this approach has similar positive and proven goods for bettered pupil literacy. References Bloggs,J.( 2003). Linking tutoring, literacy and succeeding in advanced education. London Bookworld. Hex,J.M.( 2004). Pupil essay jotting. Journal of Research in University Education, 9( 2), 114- 125. Jones,J., Smith,P.L., Brown,K., ZongJ., Thompson,K., & Fung, sire( 2004). Helpline Essays and the university pupil. Tokyo Courtyard Printers. Sankey,J.M., & Liger,T.U.( 2003). Learning to write essays( CD- ROM). Sydney Wonderland University. Taylor,G.( 1989). The pupil’s jotting companion for the trades and social lores. Cambridge Cambridge University Press. Wonderland University.( 2006). Attributes of a university graduate. doi10.1098/ 063- 112 Yang,S., & Baker,O.E.( 2005). Essay jotting and the tertiary pupil. Melbourne Diamond Press. Zapper,Y.( 2006). Learning essay jotting. InF.T. Fax &Y. Phoney( Eds.), Learning gests at University(pp. 55- 70). Calcutta Academic Scholar Press.>