Overview
This unit enhances your capacity to make informed judgments and decisions about the quality of assessments, provide feedback and report student achievements. Additionally, this unit supports your development of professional skills to interpret student assessment data and use that to modify teaching practice to improve student learning. The unit also draws upon relevant literature, including educational neuroscience, theory, policy and good practice to enhance quality assessment and reporting knowledge and skills.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 3 - 2022
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student email and phone conversations
Continue AT3 requiring successful completion of The Social Brain CPD short course
Continue AT3 requiring successful completion of The Social Brain CPD short course as part of the assessment requirements
- Comprehend how to develop, select and use assessment strategies to assess student learning informed by neuroscience.
- Synthesise high-quality assessment principles, student feedback, reporting and moderation processes to support consistent and comparable judgements of student learning informed by neuroscience.
- Elaborate on how to use student assessment data to identify student interventions and modify teaching practice.
Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:
1.2 Understand how students learn
2.3 Curriculum, assessment and reporting
3.6 Evaluate and improve teaching programs
5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
7.2 Comply with legislative, administrative and organisational requirements
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Project (applied) - 40% | |||
| 2 - Project (applied) - 40% | |||
| 3 - Online Quiz(zes) - 20% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Knowledge | |||
| 2 - Communication | |||
| 3 - Cognitive, technical and creative skills | |||
| 4 - Research | |||
| 5 - Self-management | |||
| 6 - Ethical and Professional Responsibility | |||
| 7 - Leadership | |||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||
Textbooks
Upgrade your teaching: Understanding by Design meets Neuroscience
(2019)
Authors: McTighe, J., & Willis, J.
ASCD
ISBN: 978-1-4166-2734-0
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
k.purnell@cqu.edu.au
Module/Topic
Module 1 - Assess student learning and provide feedback to students on their learning (AITSL 5.1 & 2)
Chapter
Our Unit textbook by McTighe & Willis (2019), Upgrade Your Teaching: Understanding by Design meets Neuroscience.
Introduction & Chapter 1
Events and Submissions/Topic
Module/Topic
Module 1 - Assess student learning and provide feedback to students on their learning (AITSL 5.1 & 2)
Chapter
Our Unit textbook by McTighe & Willis (2019), Upgrade Your Teaching: Understanding by Design meets Neuroscience.
Chapter 2
Events and Submissions/Topic
Module/Topic
Module 1 - Assess student learning and provide feedback to students on their learning (AITSL 5.1 & 2)
Chapter
Our Unit textbook by McTighe & Willis (2019), Upgrade Your Teaching: Understanding by Design meets Neuroscience.
Chapter 3
Events and Submissions/Topic
Module/Topic
Module 2 - Make consistent and comparable judgements (AITSL 5.3)
Chapter
Our Unit textbook by McTighe & Willis (2019), Upgrade Your Teaching: Understanding by Design meets Neuroscience.
Chapter 2
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Module 2 - Make consistent and comparable judgements (AITSL 5.3)
Chapter
Our Unit textbook by McTighe & Willis (2019), Upgrade Your Teaching: Understanding by Design meets Neuroscience.
Chapter 5
Events and Submissions/Topic
Module/Topic
Module 2 - Make consistent and comparable judgements (AITSL 5.3)
Chapter
Our Unit textbook by McTighe & Willis (2019), Upgrade Your Teaching: Understanding by Design meets Neuroscience.
Chapter 6
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Module 3 - Feedback and reporting (AITSL 5.2 & 5.5)
Chapter
Our Unit textbook by McTighe & Willis (2019), Upgrade Your Teaching: Understanding by Design meets Neuroscience.
All chapters
Events and Submissions/Topic
Module/Topic
Module 3 - Feedback and reporting (AITSL 5.2 & 5.5)
Chapter
Our Unit textbook by McTighe & Willis (2019), Upgrade Your Teaching: Understanding by Design meets Neuroscience.
All chapters
Events and Submissions/Topic
Module/Topic
Module 3 - Feedback and reporting (AITSL 5.2 & 5.5)
Chapter
Revision of Moodle resources for Modules 1 to 4 and our textbook by McTighe & Willis (2019), Upgrade Your Teaching: Understanding by Design meets Neuroscience.
Events and Submissions/Topic
Module/Topic
Completion of responses to AT2 and AT3.
Chapter
Events and Submissions/Topic
AT3: The Social Brain Certificate - worth 15% Due: Week 10 Friday (27 Jan 2023) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Project (applied)
Assessment Task 1
50 marks (40 for your resource and 10 for your video)
Beginning Teacher Resource: Assessing Student Learning and Moderation
- Informed by Educational Neuroscience
Submit on or before Monday, December 7
Create a resource for beginning teachers on assessing student learning and moderation informed by educational neuroscience of between 1,800 and 2,200 words using the APA (2020) writing style.
Your resource is to draw upon relevant aspects of modules 1 and 2 of our unit:
1. Assess student learning and provide feedback to students on their learning (AITSL 5.1 & 2), and
2. Make consistent and comparable judgements (AITSL 5.3)
As part of your resource, you are to provide a link to the URL of an 8-minute video (plus or minus 90 seconds) that you create on one aspect of interest to you from module 1 or 2.
Notes:
o You must use the AT1 template provided on our unit’s Moodle website for your response.
o Be audience focused throughout your response to the assessment requirements.
o You may refer to your experiences and other relevant resources if you wish beyond modules 1 and 2.
o View the Video Tips video at https://loom.com/share/1d8986c0509c4e1bbe9029fb45092a95
o Post the URL for your video in our ‘AT1 Videos Due December 7’ forum on or before Monday of Week 5.
o Submit in Moodle a Word document as your response to AT1 on or before Wednesday of Week 5 on our Moodle website in the Assessment section ‘Submit AT1 December 7.
o Ensure that your resource provides information at the Graduate Level teacher.
Week 5 Wednesday (14 Dec 2022) 11:45 pm AEST
Submit as one Word document.
Week 7 Friday (6 Jan 2023)
Following moderation.
Marking Guide
In addition to a mark that corresponds to a CQU level of achievement on a five-point scale (High Distinction to Fail), your feedback is a video or audio specific to the qualities of your assessment response.
| AT1/2Video10 | AT1Written40 | AT1Written25 | AT3Quiz15 | ||
| High Distinction CQU (2020) descriptor in italics | 85 to 100% Demonstrates imagination, originality or flair, based on proficiency in all the learning outcomes of the unit; work is interesting or surprisingly exciting, challenging, well-read or scholarly. That is, the response to the assessment task is superior to a Distinction standard and typically shows deep and highly insightful understanding and very high-quality application. · The content and use of the APA writing style is outstanding and virtually flawless with any errors being trivial. · The response clearly addresses all aspects of the task requirements.· The response addresses the audience throughout in a very engaging manner.· In AT2, the use of CQU marker feedback from AT1 is clearly evidenced. | 9-10 | 34-40 | 22-25 | 20- CQU Digital Badge |
| Distinction | 75 to 84% Demonstrates awareness and understanding of deeper and less obvious aspects of the unit, such as ability to identify and debate critical issues or problems, ability to solve non‐routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas. That is, the response to the assessment task is superior to a Credit standard and typically shows significant insights and high-quality application. · The content and use of the APA writing style is excellent and has almost no or very few errors. · The response clearly addresses all aspects of the task requirements. · The response addresses the audience throughout in an engaging manner.· In AT2, the use of CQU marker feedback from AT1 is clearly evidenced. | 8 | 30-33 | 19-21 | N/a |
| Credit | 65 to 74% Demonstrates ability to use and apply fundamental concepts and skills of the unit, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight. That is, the response to the assessment task is superior to a Pass and typically shows originality and insight. · The content and use of the APA writing style is very good and may have some minor errors. · The response clearly addresses all aspects of the task requirements. · The response addresses the audience in an engaging manner.· In AT2, the use of CQU marker feedback from AT1 is adequate. | 7 | 26-29 | 16-18 | N/a |
| Pass | 50 to 64% Demonstrates the learning outcomes of the unit, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in relation to the learning outcomes of the unit. That is, the response to the assessment task is of an acceptable standard to Pass at the Bachelor level in content and communication (APA [2020] style) and provides evidence of addressing the assessment requirements and satisfactorily meeting the relevant unit learning outcomes. · The content and use of the APA writing style is reasonable but may have several errors. · The response adequately addresses the task requirements. · The response addresses the audience to an acceptable standard.· In AT2, the use of CQU marker feedback from AT1 may be patchy or errors noted in AT1 re-appear. | 5-6 | 20-25 | 12-15 | N/a |
| Unsatisfactory(Fail) | Requires further work to Pass and one resubmit may be offered if assessment responses overall are close to a Pass standard. If a resubmit is offered, then all feedback related to that must be evidenced as being used effectively. | 0-4 | 0-19 | 0-11 | 0 - No Digital Badge |
- Comprehend how to develop, select and use assessment strategies to assess student learning informed by neuroscience.
- Synthesise high-quality assessment principles, student feedback, reporting and moderation processes to support consistent and comparable judgements of student learning informed by neuroscience.
- Elaborate on how to use student assessment data to identify student interventions and modify teaching practice.
2 Project (applied)
Assessment Task 2
35 marks (25 for your resource and 10 for your video)
Beginning Teacher Resource: Interpret Student Data and Reporting
Submit on or before Monday, January 23
Using your feedback from AT1 and the General AT1 feedback video, create a resource for beginning teachers on Interpret Student Data and Reporting of between 1,500 and 1,800 words using the APA (2020) writing style.
Your resource is to draw upon relevant aspects of module 3 of our unit:
3. Interpret student data and report on student achievement (AITSL 5.4 & 5)
As part of your resource, you are to provide a link to the URL of an 8-minute video (plus or minus 90 seconds) that you create on one aspect of interest to you from module 3.
Notes:
o You must use the AT2 template provided on our unit’s Moodle website for your response.
o Be audience focused throughout your response to the assessment requirements.
o You may refer to your experiences and other relevant resources if you wish beyond module 3.
o View the Video Tips video at https://loom.com/share/1d8986c0509c4e1bbe9029fb45092a95
o Post the URL for your video in our ‘AT2 Videos Due January 23’ forum on or before Wednesday of Week 9.
o Submit in Moodle a Word document as your response to AT2 on or before Monday of Week 9 on our Moodle website in the Assessment section ‘Submit AT2 January 23.
o Ensure that your resource provides information at the Graduate Level teacher.
Week 10 Monday (23 Jan 2023) 11:45 pm AEST
Submit as one Word document.
Week 12 Friday (10 Feb 2023)
Following moderation.
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Marking Guide
In addition to a mark that corresponds to a CQU level of achievement on a five-point scale (High Distinction to Fail), your feedback is a video or audio specific to the qualities of your assessment response.
| AT1/2Video10 | AT1Written40 | AT1Written25 | AT3Quiz15 | ||
| High Distinction CQU (2020) descriptor in italics | 85 to 100% Demonstrates imagination, originality or flair, based on proficiency in all the learning outcomes of the unit; work is interesting or surprisingly exciting, challenging, well-read or scholarly. That is, the response to the assessment task is superior to a Distinction standard and typically shows deep and highly insightful understanding and very high-quality application. · The content and use of the APA writing style is outstanding and virtually flawless with any errors being trivial. · The response clearly addresses all aspects of the task requirements.· The response addresses the audience throughout in a very engaging manner.· In AT2, the use of CQU marker feedback from AT1 is clearly evidenced. | 9-10 | 34-40 | 22-25 | 20 - CQU Digital Badge |
| Distinction | 75 to 84% Demonstrates awareness and understanding of deeper and less obvious aspects of the unit, such as ability to identify and debate critical issues or problems, ability to solve non‐routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas. That is, the response to the assessment task is superior to a Credit standard and typically shows significant insights and high-quality application. · The content and use of the APA writing style is excellent and has almost no or very few errors. · The response clearly addresses all aspects of the task requirements. · The response addresses the audience throughout in an engaging manner.· In AT2, the use of CQU marker feedback from AT1 is clearly evidenced. | 8 | 30-33 | 19-21 | N/a |
| Credit | 65 to 74% Demonstrates ability to use and apply fundamental concepts and skills of the unit, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight. That is, the response to the assessment task is superior to a Pass and typically shows originality and insight. · The content and use of the APA writing style is very good and may have some minor errors. · The response clearly addresses all aspects of the task requirements. · The response addresses the audience in an engaging manner.· In AT2, the use of CQU marker feedback from AT1 is adequate. | 7 | 26-29 | 16-18 | N/a |
| Pass | 50 to 64% Demonstrates the learning outcomes of the unit, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in relation to the learning outcomes of the unit. That is, the response to the assessment task is of an acceptable standard to Pass at the Bachelor level in content and communication (APA [2020] style) and provides evidence of addressing the assessment requirements and satisfactorily meeting the relevant unit learning outcomes. · The content and use of the APA writing style is reasonable but may have several errors. · The response adequately addresses the task requirements. · The response addresses the audience to an acceptable standard.· In AT2, the use of CQU marker feedback from AT1 may be patchy or errors noted in AT1 re-appear. | 5-6 | 20-25 | 12-15 | N/a |
| Unsatisfactory(Fail) | Requires further work to Pass and one resubmit may be offered if assessment responses overall are close to a Pass standard. If a resubmit is offered, then all feedback related to that must be evidenced as being used effectively. | 0-4 | 0-19 | 0-11 | 0- No Digital Badge |
- Comprehend how to develop, select and use assessment strategies to assess student learning informed by neuroscience.
- Synthesise high-quality assessment principles, student feedback, reporting and moderation processes to support consistent and comparable judgements of student learning informed by neuroscience.
- Elaborate on how to use student assessment data to identify student interventions and modify teaching practice.
3 Online Quiz(zes)
Assessment Task 3:
The Social Brain Digital Badge from Online Quiz
AT3 is worth 15 marks
Submit on or before Friday, January 27
AITSL 1.2, 3.1, 3.5, 4.1
The Social Brain short course and quiz are available at
https://bedifferent.cqu.edu.au/course/view.php?id=2469
The quiz has 20 items from a bank of items, and you are allowed multiple attempts to do the quiz. Once you achieve 16 items correct or more out of 20 then you are eligible for the CQU Professional Development Certificate of 20 hours that is produced electronically for you in The Social Brain short course. Submit in Moodle a Word document or PDF your Digital Badge for AT3 on or before Friday, January 27 in the Assessment section ‘Submit AT3 January 27.
Note: You should have received an email from Credly with an invitation to claim your Digital Badge and Certificate. However, these are sometimes caught by CQU’s TASAC systems and delayed. Please visit https://www.credly.com/users/sign_in and create an account using your email. Once you login your badge invitation should appear on the dashboard. Download the CQU CPD instructions to access your certificate for The Social Brain here
Week 10 Friday (27 Jan 2023) 11:45 pm AEST
Week 10 Friday (27 Jan 2023)
Immediate score our of 20 with online computer marking. Converted to a mark out of 15 for our unit.
Marking Guide
In addition to a mark that corresponds to a CQU level of achievement on a five-point scale (High Distinction to Fail), your feedback is a video or audio specific to the qualities of your assessment response.
| AT1/2Video10 | AT1Written40 | AT1Written25 | AT3Quiz15 | ||
| High Distinction CQU (2020) descriptor in italics | 85 to 100% Demonstrates imagination, originality or flair, based on proficiency in all the learning outcomes of the unit; work is interesting or surprisingly exciting, challenging, well-read or scholarly. That is, the response to the assessment task is superior to a Distinction standard and typically shows deep and highly insightful understanding and very high-quality application. · The content and use of the APA writing style is outstanding and virtually flawless with any errors being trivial. · The response clearly addresses all aspects of the task requirements.· The response addresses the audience throughout in a very engaging manner.· In AT2, the use of CQU marker feedback from AT1 is clearly evidenced. | 9-10 | 34-40 | 22-25 | 20 - CQU Digital Badge |
| Distinction | 75 to 84% Demonstrates awareness and understanding of deeper and less obvious aspects of the unit, such as ability to identify and debate critical issues or problems, ability to solve non‐routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas. That is, the response to the assessment task is superior to a Credit standard and typically shows significant insights and high-quality application. · The content and use of the APA writing style is excellent and has almost no or very few errors. · The response clearly addresses all aspects of the task requirements. · The response addresses the audience throughout in an engaging manner.· In AT2, the use of CQU marker feedback from AT1 is clearly evidenced. | 8 | 30-33 | 19-21 | N/a |
| Credit | 65 to 74% Demonstrates ability to use and apply fundamental concepts and skills of the unit, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight. That is, the response to the assessment task is superior to a Pass and typically shows originality and insight. · The content and use of the APA writing style is very good and may have some minor errors. · The response clearly addresses all aspects of the task requirements. · The response addresses the audience in an engaging manner.· In AT2, the use of CQU marker feedback from AT1 is adequate. | 7 | 26-29 | 16-18 | N/a |
| Pass | 50 to 64% Demonstrates the learning outcomes of the unit, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in relation to the learning outcomes of the unit. That is, the response to the assessment task is of an acceptable standard to Pass at the Bachelor level in content and communication (APA [2020] style) and provides evidence of addressing the assessment requirements and satisfactorily meeting the relevant unit learning outcomes. · The content and use of the APA writing style is reasonable but may have several errors. · The response adequately addresses the task requirements. · The response addresses the audience to an acceptable standard.· In AT2, the use of CQU marker feedback from AT1 may be patchy or errors noted in AT1 re-appear. | 5-6 | 20-25 | 12-15 | N/a |
| Unsatisfactory(Fail) | Requires further work to Pass and one resubmit may be offered if assessment responses overall are close to a Pass standard. If a resubmit is offered, then all feedback related to that must be evidenced as being used effectively. | 0-4 | 0-19 | 0-11 | 0No Digital Badge |
- Comprehend how to develop, select and use assessment strategies to assess student learning informed by neuroscience.
- Synthesise high-quality assessment principles, student feedback, reporting and moderation processes to support consistent and comparable judgements of student learning informed by neuroscience.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
