It is important for students to realize that in the real world scientists often do not have all the information they need in front of them to draw convincing conclusions. This exercise requires students to go to a site, conduct some desktop surveys and then work out what information still needs to be gathered in order to predict impacts for a hypothetical quarry development at the site. The students must think, 'What do we know?' 'What more do we need to know?' And, 'How and where do we get this extra information?' Students work in focus groups to draw up a list of possible impacts and then make an assessment on the how confidently they can predict the probable magnitude and extent of each one. They are encouraged to put question marks against knowledge gaps and make an assessment of what additional information is required in order to increase their level of certainty. The final report includes a site description which draws on data collected through both primary practical results and researched literature, the table of impacts, and a works plan outlining their recommendations and justifications for additional works that need to be carried out. Students prepare an individual report, the assessment is worth 30%, and the report is marked using a marking key against a set of criteria.

The marking key is set it out this way because the staff I have marking the assessment are not very experienced in this field, so I needed something that helped them focus on the important points and outcomes rather then just asking them to put a number against something like "site description". The students also have a fair bit of latitude with regard to how they structure the report and what data are included so I did not want to be too prescriptive because it disadvantages students who think outside the box.

In addition to the key, feedback is included within the actual assignment.