Before any evidence can be collected, the scene must be secured from further contamination. Put on gloves and other protective clothing, if needed, to make sure you don't contaminate the scene, then conduct a systematic search of the area. Blood, seminal fluid or other liquid evidence also can be lost if not collected quickly. Blood and seminal fluid should be allowed to dry completely once collected, then quickly refrigerated. Items containing blood and seminal fluids should be transported in paper bags not plastic to keep moisture and bacteria from forming. Blood that has dried can be collected as is by taking the entire surface on which it dried or cutting out a portion of the surface. Each piece of evidence should then be placed individually in a sealed collection bag or container.

The tape is then placed on a glass slide, marked and transported in a sealed plastic evidence bag. Pick up larger pieces of evidence, such as a firearm or clothing, while wearing plastic gloves so as not to contaminate the evidence. How do you know if your students are achieving their learning goals? you need to collect evidence evidence of different kinds and on different levels. It might be useful to keep in mind that gathering evidence of your students learning is something you have been doing for most of your academic career. The value of applying an assessment practice to the process is that you now will analyze the evidence you gather based on the learning goals you have articulated.

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For example, you might give an exam and specifically target three open ended questions to determine whether your students have achieved learning goals related to the development of critical and analytical skills. There are basically two kinds of evidence you can collect: direct and indirect. indirect methods reveal characteristics associated with learning, but they only imply that learning has occurred. These characteristics may be specific to the students, such as students own accounts of their learning, or they may be reflective of the institution as a whole, as in the case of graduation rates. direct methods provide concrete evidence of whether a student has command of a specific subject or content area, can perform a certain task, exhibits a particular skill, demonstrates a certain quality in his or her work, or holds a particular value. The table below provides other examples of measures that are commonly used to provide evidence of student learning at the course level. In almost every subject you study, you will be required to develop arguments and engage in discussions. Writing arguments in essay form can be difficult if you don\'t sort out your thesis statement the position you intend to take about the topic before you begin to write.

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Key words: academic argument, instruction words, point of view, thesis statement, author\'s position, opposing position most university essay and assignment tasks require you to take a stance and argue for that viewpoint. \'analyse\', \'critically evaluate\', \'discuss\',\' to what extent\' to alert you that you are expected to develop an argument. In a university setting, it means that you take a stance on a topic and seek, by logic and weight of evidence, to convince your reader to your reasoned point of view. You must take a rational approach and present convincing evidence to support your stance.

Before you begin to write your essay, you will need to research and read widely on your topic to assist you to take a well reasoned stance. Time consuming for students to research and write university reliance on assignment assessment instead of a balance of assessment strategies so students get overloaded across subjects time consuming to mark and costly to employ markers exams quicker and easier can be open to plagiarism and other cheating practices you can sort out your stance by gathering sound evidence from your research and reading. Then, you can work on your thesis statement stating your position before you attempt to start writing your essay. The thesis statement is an argument summary of the position you will take about the essay topic. It states the main supporting topics and may reject or modify an opposing position.

Tick the box next to the thesis statement that would best suit the position taken on evidence see above from the question topic: key words: valid evidence, sources of evidence, support claims in most instances, you will be required to read widely for your assignment essays and use valid evidence to support your claims. Most first year subjects let you know their requirements about the sources of evidence you should use. For example: use 3 reference books, 2 journal articles and a government web site sometimes the specific readings are recommended and other times you are on your own to find the relevant material.

Check the date of publication draw on current opinion from newspapers, magazines, tv shows and recall your own experiences make no assumptions. Always read your unit guide check your subject bulletin board ask questions if you're not sure. There will always be loss of valuable marks and study time if you use the wrong resources. Different subjects will require you to draw on a variety of sources for evidence in your essay. For example, if you are working on law subjects, you will draw much of your evidence from legal cases and legislation. In contrast, teaching and nursing courses may ask you to demonstrate your theoretical understandings with examples from your practical training. The message here is to read your unit hand books and assessment tasks very carefully to determine the type of evidence your assignment work requires.

Also, examining articles in your discipline will help you to work out the ways that your discipline incorporates evidence in writing. no question about it! the lecturer wants you to use evidence in your research essays. no doubts here! the lecturer wants your work to reflect the teachings of your unituse the information sources recommended in your unit materials. without question! the lecturer and the university expects you to acknowledge the source of the evidence you use. It will help you decide what counts as evidence, put evidence to work in your writing, and determine whether you have enough evidence. Many papers that you write in college will require you to make an argument this means that you must take a position on the subject you are discussing and support that position with evidence.

It’s important that you use the right kind of evidence, that you use it effectively, and that you have an appropriate amount of it. If, for example, your philosophy professor didn’t like it that you used a survey of public opinion as your primary evidence in your ethics paper, you need to find out more about what philosophers count as good evidence. If your instructor has told you that you need more analysis, suggested that you’re just listing points or giving a laundry list, or asked you how certain points are related to your argument, it may mean that you can do more to fully incorporate your evidence into your argument. Comments like for example?, proof?, go deeper, or expand in the margins of your graded paper suggest that you may need more evidence. Let’s take a look at each of these issues understanding what counts as evidence, using evidence in your argument, and deciding whether you need more evidence.