Overview
This unit will enhance your understanding of current assessment practices drawing on relevant policies and theories. You will consider the crucial role that assessment has on student learning and student engagement. You will reflect upon your own assessment practices and evaluate their efficiency and effectiveness based on scholarly review. You will examine the suitability of a range of assessment strategies across a variety of learning environments.
Details
Pre-requisites or Co-requisites
Pre-requisite: OLTC 20003 Nature of Learning and Teaching or OLTC20005 Adult Learning in Practice
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 2 - 2017
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 pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
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 feedback from unit evaluations
The provided example assessments are of a high quality and some students have asked for more information as to why these examples are deemed to be high quality.
The provided examples be annotated to explain why they are deemed to be very high quality.
Feedback from Some students asked for clarification around some of the specifics associate with the assessment tasks.
Explanation of the assessment tasks
The task explanation in the unit profile should be reviewed for clarity and readability.
- Evaluate assessment design based on relevant theories, policies and practices
- Develop authentic assessment tasks appropriate to the learning environment
- Design assessment tasks that are informed by scholarship and policy
- Reflect on the influence that assessment and feedback have on student learning.
N/A
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 0% | ||||
| 2 - Written Assessment - 0% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 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 | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Written Assessment - 0% | ||||||||
| 2 - Written Assessment - 0% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing styles below:
For further information, see the Assessment Tasks.
Module/Topic
Introduction and Broader Overview of Assessment
Chapter
Events and Submissions/Topic
Module/Topic
Smarter Assessment
Chapter
Events and Submissions/Topic
Module/Topic
Types of Assessment
Chapter
Events and Submissions/Topic
Module/Topic
Crafting Assessment
Chapter
Events and Submissions/Topic
Module/Topic
Marking
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Feedback
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
| Title: | Assessment Strategy Evaluation |
| Rationale/Purpose: | Evaluate the assessment strategy for a unit based on current practices in higher education. |
| Content assessed: | Demonstrate your understanding of the topics in the themes of Broader Overview, Smarter, Assessment Types. |
| Scenario: |
The Head of Program/Discipline Leader has asked you to review the assessment strategy of a particular unit and provide a written report. They are particularly keen to know:
|
| Task Requirements: |
|
Week 4 Friday (4 Aug 2017) 11:45 pm AEST
Week 6 Friday (25 Aug 2017)
The assessment task is marked according to how well you have met the specific requirements and in accordance with the assessment criteria outlined below.
Communication – The report is persuasive and compelling. Clarity of purpose and coherence of expression (spelling, grammar, syntax); appropriate written conventions used.
Mapping – The report maps and critically evaluates appropriateness of assessment against the Learning Outcomes.
Scholarship – critical evaluation of the current practice is supported by the integration of knowledge/research of assessment principles and practices
Recommendations - are appropriate and supported by the integration of knowledge/research of assessment principles and practices.
- Evaluate assessment design based on relevant theories, policies and practices
- Reflect on the influence that assessment and feedback have on student learning.
- Knowledge
- Cognitive, technical and creative skills
- Research
- Self-management
2 Written Assessment
| Title: | Assessment Strategy Design |
| Purpose: | Design an assessment strategy based on assessment practises in HE and and your discipline which facilitates and encourages student learning. |
| Content assessed: | Demonstrate your understanding of the topics in the themes of Crafting, Marking and Feedback. |
| Scenario: |
The Head of Program/Discipline Lead has reviewed your report and asked to you take the next step to design an assessment strategy based the recommendations you made. They would like to see:
|
| Task Requirements: | Design an assessment strategy for a unit that includes authentic assessment tasks that align with the learning outcomes, encourage student learning and is fit-for-purpose (valid, reliable, transparent, authentic and manageable) Apart from the above requirements, you will also be required to self assess your submission against the Assessment Criteria. |
Week 7 Friday (1 Sept 2017) 11:45 pm AEST
Week 8 Wednesday (6 Sept 2017)
The assessment task is marked according to how well you have met the specific requirements and in accordance with the assessment criteria outlined below.
Communication and presentation – The submission is persuasive and compelling. Clarity of purpose and coherence of expression is evident; appropriate conventions for the submission type have been used.
Scholarship – critical evaluation of the current practice and appropriate recommendations supported by the integration of knowledge/research of assessment principles and practises.
Creativity - Assessment tasks are authentic and informed by the scholarship of learning and teaching and current developments relating to assessment practises.
Peer evaluation was utilised to enhance the design and development of assessment for the chosen unit.
- Develop authentic assessment tasks appropriate to the learning environment
- Design assessment tasks that are informed by scholarship and policy
- Reflect on the influence that assessment and feedback have on student learning.
- Knowledge
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
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?
