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Phase
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Step |
Definition |
Assessment Policy [A.04] References
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1) Pre-semester |
1.1 |
Identify:
- unit learning outcomes to be
addressed in the unit;
- course learning outcomes to be
addressed in the unit; and
- graduate attributes to be addressed
in the unit.
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- Unit and Course learning outcomes: 1.2,
5.1, 5.2, 5.3.2, 5.3.4, 8.2, & 9.1
- Graduate attributes: 8.2
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1.2 |
Identify and or
design assessment tasks that assess unit learning outcomes.
See,
a list of types of Assessment and Learning Tasks |
- Encouraging students: 5.1
- Word limits: 6
- Late penalties: 12.5
- Awarding grades: 17
- Quality, mission, time & resources: 5.3.2
- Types of learning tasks: Appendix 1
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1.3 |
Break down
each learning outcome into specific assessment criteria. |
- Grading criteria: 5.3.3
- Criterion-referenced assessment: 5.3.4
- Criteria communication: 8.1 & 8.2
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1.4 |
Develop marking
guide or rubric using assessment criteria.
If possible engage students in construction of assessment tasks
and get feedback about whether they make sense to them. Use the
feedback to improve the assessment tasks. |
- Mark definition: 4
- Grading criteria: 5.3.3
- Criterion-referenced assessment: 5.3.4
- Criteria communication and task negotiations:
8.1 & 8.2
- Extensions: 11
- Late penalties: 12
- Marking consistency: 14.1
- Timely feedback: 14.2
- Re-marking: 15
- Supplementary assessments: 17
- Awardable grades: 17
- Academic integrity: 18
- Normal distribution: 5.3.4
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1.5 |
Check difficulty
level of assessment tasks and criteria against AQF levels.
Check, the
Australian Qualifications Framework (AQF) |
Assessment policy
- Criterion-referencing: 5.3.4
Australian Qualifications Framework (AQF)
- AQF levels: pages 10-18
- Bachelor Degree level 7: pages 47-52
- Issuance policy: pages 68-74 (see clauses)
- Scope 1.2
- Language 2.1.4
- Advanced credit: 2.1.9
- Recognition of prior learning (RPL): See glossary page
99
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1.6 |
Design/Check that learning materials and learning activities
provide opportunities for students to achieve the unit learning
outcomes. |
- Disabilities: 5.1
- Measurement, time allocation & application of knowledge:
5.2
- Frequency, size & complexity: 5.3.2
- Professional accreditation: 5.3.3
- Criterion-referenced assessment: 5.3.4
- Communications: 8.3
- Achievement expectations: 17
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1.7 |
Identify points in
time throughout the semester to remind students of the links
between:
- learning outcomes;
- assessment tasks; and
- learning materials/activities/resources (things which
aren't assessed, e.g. what is done in the tutorials etc.).
[John Biggs,
Constructive Alignment.]
|
- Policy objectives: 1.2
- Definitions: 4
- Demonstration of learning outcome achievements and
assessment/learning tasks: 5.1, 5.2, 5.3.2
- Communication with students: 5.3.3, 8
- Resources availability: 5.3.2
- Individual student discussions: 8.3
- Changes to assessment plans: 9
- Feedback: 14.2
- Academic integrity: 18
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1.8 |
Develop or locate
any additional assessment materials (e.g., exemplars, links to
Turnitin instructional videos, referencing tutorials, etc.).
Make these materials available on Moodle. |
Although this step is not directly addressed
in the policy it is sound practice.
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1.9 |
Create
assignment uploading links in Moodle for students to use to
upload assessment tasks. |
- Lecturer responsibilities: 4.2
- Communication: 8.2
- Submission: 10.1
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Phase
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Step |
Definition |
Assessment Policy [A.04] References
|
|
2) During the semester |
2.1 |
Provide
students (and other staff in the unit, if required) with an
overview of the purpose, requirements, submission method and
date of all assessment tasks. |
- Lecturer responsibilities: 4.2
- Grading criteria: 5.3.3
- Communication of requirements: 8
- Submission: 10
- Late penalties: 12
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2.2 |
Draw
students' attention to assessment information in the unit
outline, student information and other learning materials. |
- Lecturer responsibilities: 4.2
- Word limits: 6
- Communication of requirements: 8
- Submission: 10
- Late penalties: 12
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2.3 |
Set up an online discussion forum for each assessment
task:
- for students to access when asking questions about
each assessment task
Check the forum once or twice each week to:
- answer student questions and check accuracy of students'
responses to other students' questions
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- Grading criteria: 5
- Individual student discussions: 8.3
- Communication: 8
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2.4 |
Send regular reminders to students (e.g., via the
News Forum in Moodle) about:
- due dates of assessment tasks; and
- how to manage time before assessment task is due
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- Time management: 5.2
- Communication of requirements: 8
- Submission: 10
- Late penalties: 12
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2.5 |
Allocate part of each lecture or tutorial, or online
task to remind students how the learning activities and
materials are:
- relevant to each assessment task; and
- each unit learning outcome
|
- Demonstration of learning outcome achievements and
assessment/learning tasks: 5.1, 5.2, 5.3.2
- Communication with students: 5.3.3, 8
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2.6 |
Consider asking
students for feedback about each assessment tasks
immediately
after the assessment task has been submitted.
MAKE a link for an "assessment task
evaluation tool" |
Although this step is not directly addressed
in the policy it is sound practice.
- Feedback from students to academics: 5.1
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2.7 |
Record your
own reflections at key points during the semester about how each
assessment task could be improved in the future. |
Although this step is not directly addressed
in the policy it is sound practice.
- Change control: 7, 9
- Communication: 8.2
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2.8 |
At the end
of the semester, gather up questions and answers on each
assessment task discussion forum, for future reference. |
Although this step is not directly addressed
in the policy it is sound practice.
- Feedback from students to academics: 5.1
- Change control: 7, 9
- Retention and disposal of assessments: 13
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2.9 |
Mark and
distribute feedback for each assessment task within three weeks
of the assessment task being submitted or presented. |
- Criterion-referencing: 5.3.4
- Timely feedback to students: 14.2
- Re-marking: 15
- Re-submissions: 16
- Grades: 17
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Phase
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Step |
Definition |
Assessment Policy [A.04] References
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|
3) After the semester |
3.1 |
Collate and analyse feedback gathered from the
following sources about each of the assessment tasks:
- students;
- other lecturers, tutors or markers working in the unit;
and
- your own self-reflections about the assessment tasks and
resources.
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- Feedback from students to academics: 5.1
(this follows on from
phase 2 steps 2.6 to 2.9, concerning feedback and
reflection)
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3.2 |
Based on your analysis of the feedback gathered about
each of the assessment tasks, identify areas that require
improvement such as:
- changes in the unit outline and/or student information
documents; and
- changes to the assessment rubrics, instructions or other
related resources (e.g., exemplars).
Implement the changes
required or list the changes required when the unit is run in
the future.
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- Change control: 7, 9
(this follows on from phase 2 steps 2.6 to
2.9, concerning feedback and reflection)
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3.3 |
Collect/
download examples of students' assessment tasks and feedback
(e.g., rubrics) for future accreditation or moderation purposes.
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- Change control: 7, 9
- Retention of assessment items: 13.2 13.3
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3.4 |
Revise
research/ literature on assessment to note any future
developments that could be incorporated into this unit's
assessment tasks in the future. |
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