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: OLTC20003 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 - 2023
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.
- 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.
j.fleming@cqu.edu.au
Module/Topic
All content available in Moodle site.
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1 Written Assessment
Task Summary (What is it I am going to do?)
You will write a critical evaluation of the assessment strategy employed in a unit of your choosing. You will present this evaluation as a report, together with recommendations about changes to the assessment strategy.
Relevance (Why am I doing this? How is it relevant to my career/discipline/learning?)
Assessment in tertiary education can be complex with many competing demands. This assessment task will develop your skills and knowledge through the real-world evaluation of the fitness-for-purpose of an assessment task or strategy of your chosen unit.
Related Content: the themes of Broader Overview, Smarter, Assessment Types
Task requirements and instructions (How do I do it?)
Contextual information
1. Select a unit that you currently teach or that you may teach into the future. Describe the unit, its aims, where it sits in the course, and the assessment tasks that make up the unit assessment strategy.
2. Describe the context of the unit (typical student cohort, mode of delivery, etc.).
3. Using the language that is appropriate for your sector (Higher Education or VET), provide an overview of the learning outcomes or learning elements for the competency.
Evaluation
4. Map and evaluate the appropriateness of the assessment for the unit’s learning outcomes. Evaluate the extent to which the assessment provides evidence of the application of key knowledge and skills in the unit.
5. Critically evaluate and reflect on the assessment strategy in relation to current assessment practices using the principles of Assessment for, as and of learning.
6. Critically evaluate the suitability of the task for your particular context of delivery.
7. Identify any constraints that influence the assessment design (e.g. external accrediting bodies, policy requirements associated with particular assessment tasks and procedures).
8. Include references to any other feedback about the assessment (other teachers working in the unit, student evaluations (HE teachers should refer to unit evaluation feedback) or personal correspondence, your own observations of student work).
Recommendations
9. Based on your evaluations, make some initial recommendations for an improved approach to assessment, including the redesign of at least one assessment task for the unit. Write a short justification that references your evaluation and demonstrates evidence of scholarly reading.
Your redesigned assessment strategy will include one of the following:
a) a collaborative group assessment task
b) an authentic assessment task
c) a novel assessment task
Collaboration and self-assessment
10. Present evidence of feedback from peers/discipline colleagues and note how it influenced your final submitted work.
11. Self-assess your report against the assessment criteria.
12. Submit your completed assessment criteria and the assessment online using the Assessment 1 submission link in Moodle.
The format of this assessment is MS Word and there are no word limits.
Week 7 Monday (28 Aug 2023) 4:45 pm AEST
Assignment will be uploaded to Moodle
Week 9 Monday (11 Sept 2023)
Feedback will be uploaded to the Moodle site.
The assessment task is marked according to how well you have met the specific requirements and in accordance with the assessment criteria outlined below. The criteria are a statement of what you will be able to do after completing the assessment task successfully.
At the end of this task you will be able to:
Critically evaluate current assessment practices with reference to relevant theories and policies
Make appropriate and supported recommendations for improvement of assessment tasks in this context
Utilise feedback to improve assessment strategies
- 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
Task Summary (What is it I am going to do?)
You will use feedback from assessment task 1 to further develop an assessment strategy that facilitates and encourages the learning of your students, based on quality assessment practices in tertiary education and your discipline. This will include the redesigned assessment task/s proposed in AT1 and the design of targetted assessment supports to assist students to complete their assessment tasks.
Relevance (Why am I doing this? How is it relevant to my career/discipline/learning?)
Assessment in tertiary education can be complex, with many competing demands. This assessment task will develop your skills and knowledge through the real-world design of an assessment strategy that is fit-for-purpose, and the scaffolding and supports that assist students to provide evidence of their learning.
Related Content: the themes of Smarter, Formative Assessment, Assessment Supports, Feedback.
Task requirements and Instructions (How do I do it?)
Design of assessment strategy
1. Using the template provided on Moodle, produce a full, unit-profile ready description of the redesigned assessment task/s you proposed in AT1.
2. Design an accompanying marking/assessment rubric for the redesigned task/s that clearly describes the criteria and the standards of achievement.
Rationale of assessment strategy
3. Appraise the task and rubric using the concepts of fitness for purpose, validity and reliability. Draw on the learning outcomes/learning elements (whichever is appropriate) and how the assessment task/s meet these in your discussion.
4. Where appropriate, discuss and apply accommodation as an assessment principle and demonstrate its application in relation to the assessment task/s.
Assessment supports
5. Identify the knowledges and skills that students will need to complete the redesigned assessment task/s.
6. Adopting a holistic approach, design systematic ways to scaffold and support students to develop the knowledges and skills they will need to complete the assessment task/s. Complete the matrix to outline the scaffolding strategies and supports that you will put in place for students to complete their assessment tasks. This will include, but not be limited to, engaging students with ideas of quality (including exemplars), unpacking the marking criteria, unpacking the task, designing assessment resources for the moodle site, and providing a range of feedback mechanisms. You will describe both pedagogical strategies and resources.
Rationale of assessment supports
7. Referring to the literature, critically evaluate and justify your holistic approach to designing assessment supports, with reference to the particular scaffolding and support strategies you have designed. How have these strategies assisted students to meet the learning outcomes?
Collaboration and self-assessment
8. Present evidence of feedback from peers/discipline colleagues and note how it influenced your final submitted work.
9. Self-assess your work against the assessment criteria.
10. Submit your completed marking criteria and the assessment online using the Assessment 1 submission link in Moodle.
The format of this assessment is MS Word and there are no word limits.
Week 11 Friday (29 Sept 2023) 4:45 pm AEST
Assignment will be uploaded to Moodle.
Review/Exam Week Friday (13 Oct 2023)
Feedback will be provided via the criteria sheet and within the written task.
The assessment task is marked according to how well you have met the specific requirements and in accordance with the assessment criteria outlined below. The criteria are presented as a statement of what you will be able to do after completing the assessment task successfully.
At the end of this task you will be able to:
Develop an assessment task that is appropriate to the learning context and informed by scholarship and policy.
Employ scholarship to design a range of assessment supports that will assist students to complete assessment tasks.
Utilise feedback as a mechanism for reflection and improvement
- 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?
