clt.curtin.edu.auclt.curtin.edu.au/.../course_quality/...Template.docx · Web viewART_Curriculum...

ART 2015Curriculum Map

(as at date same as sign off date)

Course Code:Enter SPK, Ver. No.

Name of Course:Enter Course Title

Course Co-ordinator:Enter Course Coordinator

Major Code:Enter SPK, Ver. No.

Name of Major:Enter Major Title

Major Co-ordinator:Enter Major Coordinator

AQF:Choose an item.

Field of Education:Enter Primary FOE code and descriptorEnter Secondary FOE code and descriptor (if applicable)

Credit:Enter credit value

Availabilities:Mode of Delivery(tick all that apply)

Location Study Period

Internal ☐ Enter Location(s) Enter Study Period(s)

Curtin Online ☐ Enter Location(s) Enter Study Period(s)

Curtin OUA ☐ Enter Study Period(s)

Curtin Sarawak ☐ Enter Study Period(s)

Other offshore locations ☐ Enter Location(s) Enter Study Period(s)Distributed Learning ☐(provide SPK(s) as applicable)

SPK: Enter SPK

Enter Location(s) Enter Study Period(s)

MOOCs Unit ☐(provide SPK(s) as applicable)

SPK: Enter SPK


Unbundled Unit/s ☐(provide SPK(s) as applicable)

SPK: Enter SPK


of 36

Articulation Partners:Enter articulation partnersCourse Completion Requirements:Enter course completion requirementsAccreditation StatusEnter accreditation statusCourse Entry RequirementsEnter course entry requirementsDurationEnter duration

of 36

LEARNING OUTCOMESLearning outcomes are applied at the award level e.g. Honours and non-honours stream; majors within an award course; or at a course level if there are no majors and no honours stream☐ Apply to course/ major (Enter SPK and name of major.) ☐ Apply to stream (Enter SPK and name of stream.)Note: you may be required to provide learning outcomes for each study package if you are proposing several study packages e.g. a course with majors

Curtin University Graduate Capabilities Brief description Prof / Accred Course Learning Outcomes

A graduate of this course can:1. Apply discipline knowledge,

principles and conceptsApply discipline knowledge, understand its theoretical underpinnings, and ways of thinking; Extend the boundaries of knowledge through research.

Enter Professional Accreditation Competencies (if applicable)

Enter Course Learning Outcomes. Each outcome is to begin with a lower-case letter; if a single outcome consists of more than one sentence, use a semi-colon followed by lower case.

2. Think critically, creatively and reflectively

Apply logical and rational processes to analyse the components of an issue; Think creatively to generate innovative solutions.



3. Access, evaluate and synthesise information

Decide what information is needed and where it might be found using appropriate technologies; Make valid judgements and synthesise information from a range of sources.



4. Communicate effectively Communicate in ways appropriate to the discipline, audience and purpose.



5. Use technologies appropriately Use appropriate technologies recognising their advantages and limitations.



6. Utilise lifelong learning skills Use a range of learning strategies; Take responsibility for one’s own learning and development; Sustain intellectual curiosity; know how to continue to learn as a graduate.



of 36

7. International perspective Think globally and consider issues from a variety of perspectives; Apply international standards and practices within a discipline or professional area.



8. Cultural understanding Respect individual human rights; Recognise the importance of cultural diversity particularly the perspective of Indigenous Australians; Value diversity of language.



9. Apply professional skills Work independently and in teams; Demonstrate leadership, professional behaviour and ethical practices.



of 36

Course Structure Courses Management

Insert Course Structure Form here provided by Courses Management.

of 36

AQF Specifications Learning Designer and/or Course Coordinator

Accrediting authorities and those developing qualifications for accreditation must adhere to the AQF specification for this qualification type.Please insert appropriate AQF Specifications table. CRO

of 36

Course Tuition Pattern CRO and Student Central / Timetabling

OOU Year Study Period SPK Ver. Unit Title Credit

s Hours AvailTuition Pattern

Lecture Online Tutorial Seminar OthersHours Freq Hours Freq Hours Freq Hours Freq Hours Freq Types

Enter text.

Yr.

Sem.

SPK

Ver. Enter title. Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Yr.

Sem.

SPK


Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Yr.

Sem.

SPK


Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Yr.

Sem.

SPK


Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Yr.

Sem.

SPK


Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Yr.

Sem.

SPK


Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Yr.

Sem.

SPK


Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Yr.

Sem.

SPK


Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Ent Yr Sem SP Ver. Enter title. Ent Ent Enter Ente Ente Ente Ente Ente Ente Ente Ente Ente Ente Ente of 36

er text.

. . K er text.

er text.

text. r text.

r text.

r text.

r text.

r text.

r text.

r text.

r text.

r text.

r text.

r text.

Enter text.

Yr.

Sem.

SPK


Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Yr.

Sem.

SPK


Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Enter text.

Notes: The tuition pattern listed above will need to be modified for each course. It is assumed all tuition pattern is based in weekly basis unless specified.1x1 refers to frequency of once weekly of 1 hour.

Availabilities (DMU)D = Distributed Learning;M = MOOC;U = Unbundled Unit.

of 36

First Year Curriculum Design to support retention (Kift 2009)

Dimensions CommentsTransition Orientation and transition needs coherently and relevantly mapped to crucial time periods

Management of Unit Coordinators or other teachers in the Y1 who are new to first year teaching Students provided with opportunity to self-assess their entry knowledge, skills and attitudes against

discipline expectations Clear and consistent communication to commencing students regarding expectations and responsibilities Information provision about programs, processes and procedures pre-enrolment clear, accurate,

consistent, and sufficiently detailed for informed choice and effective action

Click here to enter text.

Diversity Characteristics of Y1 cohort (diversity and their needs are determined) Access to academic, technical and other support assistance; communication just in time Self-assessment learning and support needs Flexibility in curriculum design to support diversity Exposed to a variety of learning engagement and assessment tasks


Design Y1 curriculum objectives and coherence Intentional sequencing and integration of knowledge, skills and application of knowledge/skills Transition mapped out and curriculum scaffolds tertiary learning Co-curricular activities designed to support formal learning Exposed to a variety of learning engagement and assessment tasks


Engagement Variety of engaging pedagogies Includes collaborative learning to facilitate social interaction Supplementary support eg PASS, JumpStart, peer mentoring Student – staff interactions Space and opportunity for intentional social interaction (importance of building friendships)


Assessment Coherent and integrated strategy; manageable for students and staff; variety of types Consistency in course expectations between units Increase in complexity over time Early low stakes assessment where students receive feedback (at least one by Wk 4-5) How do students interpret and act on feedback provided?


Evaluation Review of success of program with good outcomes Evidence based curriculum design First year staff included in evaluation and outcomes PD for Y1 teaching staff Strategy for managing student disengagement eg non-attendance, non-participation, fail, non-submission

of assessment


of 36

SPK, v. Version Curtin-OUA: SPK, v.Version , TitleOUA Unit Coordinator: Unit Coordinator

Credits: Enter CreditsTitle Unit Coordinator: Unit CoordinatorFOE: FOE Code and Description Is this offered at Miri Sarawak? ☐ Yes ☐ No

Requisite(s): Enter Requisite SPK, Title and Type of RequisiteEquivalent(s): Enter SPK, Version and Title of any active or planned equivalents

Result Type: Year / Study Period: ,

Syllabus:Enter Syllabus. The syllabus must be less than 1275 characters in length, presented in a paragraph statement not list format. It provides a concise description of broad knowledge, skills and activities.

Lear

ning

Des

ign

Unit Learning Outcomes (ULOs) LOT CLOs Prof / Accred

1.Enter Unit Learning Outcome. Each outcome is to begin with a lower-case letter; if a single outcome consists of more than one sentence, use a semi-colon followed by lower case.

1-RememberingEnt

er CLO(s

)

Enter Prof Competency

2. Enter Unit Learning Outcome

1-RememberingEnt

er CLO(s

)



1-RememberingEnt

er CLO(s

)


4. Enter Unit Learning Outcome 1-RememberingEnt


of 36

er CLO(s

)


1-RememberingEnt

er CLO(s

)



1-RememberingEnt

er CLO(s

)


Uni

t Ass

essm

ent

Assessment Task Assessment Description % Week Due

ULOs Max 3 Type Medium Role Supervision

1.Enter Assessment Task (e.g. Marketing Environment and Conditions Report).

Enter Assessment Description (e.g. a meaningful description of the essay and the word count.

% or

P/F.

Enter

text.

Enter

text.

SelectAssessment

TypeEnter text.

Select Role.

2.

Enter Assessment Task. Enter Assessment Description.

% or

P/F.

Enter

text.

Enter

text.

SelectAssessment Type

Enter text.

3.

Enter Assessment Task. Enter Assessment Description.

% or

P/F.

Enter

text.

Enter

text.


Enter text.

4. Enter Assessment Task.

Enter Assessment Description. % or

P/F.

Enter

text.

Enter

text.


Enter

of 36

(See Appendix 3)

text.Authenticity (Work Integrated Learning) Principal

Assessor FeedbackModeration Arrangements / Strategies (See Appendix 4)

Pre-Marking Intra-Marking Post-Marking

1.

Select levelof Work Integrated Learning

Select assessor.Enter text.

Enter text. Enter text. Enter text.

2. Enter text. Enter text. Enter text. Enter text.3. Enter text. Enter text. Enter text. Enter text.4. Enter text. Enter text. Enter text. Enter text.

Uni

t Lea

rnin

g En

gage

men

t

Dimensions Rubric(see Appendix 5)

Learning Experiences Experiences designed for students to achieve the learning outcomes

1. Support Enter text. Enter text.2. Personalisation Enter text. Enter text.3. Learning Resources Enter text. Enter text.4. Activity Enter text. Enter text.5. Collaboration Enter text. Enter text.6. Feedback Strategies Enter text. Enter text.

Adm

inis

trat

ive

Not

es eg. Comments/Remarks on English Language Proficiency, Indigenous, Leadership, OUAEnter notes.

Cou

rses

M

gmt

& C

TL U

se o

nly Level of

Change CHANGED Recommendation

Level 1 Change ☐ Yes



of 36

COURSE ANALYSIS CHARTS: LEARNING OUTCOMES CRO

of 36

COURSE ANALYSIS CHARTS - LEARNING OUTCOMES

of 36

COURSE ANALYSIS CHARTS - ASSESSMENT TASKS

Submission18%

Performance64%

Examination18%

Figure 6: Proportion of Assessment Tasks by Type

SubmissionPerformanceExamination

of 36


Written22%

Oral43%

Practical31%

Combination4%

Figure 7: Proportion of Assessment Tasks by Medium

WrittenOralPracticalPerformanceVisualCombinationOther

Individual100%

Figure 8: Proportion of Assessment Tasks by Role

IndividualPairGroupIndividual/GroupOther

of 36


Non-invigilated100%

Figure 9: Proportion of Assessment Tasks by Supervision

InvigilatedNon-invigilatedSupervised

Emerging28%

Developing62%

Highly developed10%

Figure 10: Proportion of Assess-ment Tasks by Level of Authenticity

Not evidentEmergingDevelopingHighly developed

of 36


Teaching staff only94%

Peer only6%

Figure 11: Proportion of Assessment Tasks by Principal Assessor(s)

Teaching staff onlyIndustry onlyPeer onlySelf onlyTeaching staff/industryTeaching staff/peer(s)Teaching staff/selfOther

Mark20%

Grade20%

Rubric17%

Verbal19%

Anno-tate

d script9%

Peer

feedback

8%

Other electronic means

7%

Figure 12: Feedback

Mark

Grade

Rubric

Verbal

Annotated script

Peer feedback

Other electronic means

of 36

COURSE ANALYSIS CHARTS - ASSESSMENT TASKS BY WEEK DUE

of 36

COURSE ANALYSIS CHARTS: LEARNING ENGAGEMENT RUBRIC

Support Personalisation Learning Resources Activity Collaboration Feedback Strategies0123456789

101112131415161718

Figure 14: Learning Engagement Rubric

Level 1Level 2 Level 3

of 36

COURSE ANALYSIS CHARTS - LEARNING EXPERIENCES

of 36

Curriculum Design Learning Designer to completePlease see Appendix 2 for Learning Design Capabilities Scales

Yr Sem UDC Ver Unit Title Credits Hrs WIL(0-3) Leadership

Inter-culturalResearch

Communication LiteracyIndigenous Global Prof Ethics ELP Comm ICT Info

Yr. Sem. SPK Ver.

Enter title. Enter

text.

Enter text.

Selectlevel.

☐ Primary Research

☐ OR (Oral)☐ WR

(Written)

☐ OR (Oral)☐ WR

(Written)

Yr. Sem. SPK Ver.

Enter title. Enter

text.

Enter text.


☐ OR (Oral)☐ WR

(Written)

☐ OR (Oral)☐ WR

(Written)

Yr. Sem. SPK Ver.

Enter title. Enter

text.

Enter text.


☐ OR (Oral)☐ WR

(Written)

☐ OR (Oral)☐ WR

(Written)

Yr. Sem. SPK Ver.

Enter title. Enter

text.

Enter text.


☐ OR (Oral)☐ WR

(Written)

☐ OR (Oral)☐ WR

(Written)

Yr. Sem. SPK Ver.

Enter title. Enter

text.

Enter text.


☐ OR (Oral)☐ WR

(Written)

☐ OR (Oral)☐ WR

(Written)

Yr. Sem. SPK Ver.

Enter title. Enter

text.

Enter text.


☐ OR (Oral)☐ WR

(Written)

☐ OR (Oral)☐ WR

(Written)

Yr. Sem. SPK Ver.

Enter title. Enter

text.

Enter text.


☐ OR (Oral)☐ WR

(Written)

☐ OR (Oral)☐ WR

(Written)

Yr. Sem. SPK Ver.

Enter title. Enter

text.

Enter text.


☐ OR (Oral)☐ WR

(Written)

☐ OR (Oral)☐ WR

(Written)

of 36

Yr. Sem. SPK Ver.

Enter title. Enter

text.

Enter text.


☐ OR (Oral)☐ WR

(Written)

☐ OR (Oral)☐ WR

(Written)

Yr. Sem. SPK Ver.

Enter title. Enter

text.

Enter text.


☐ OR (Oral)☐ WR

(Written)

☐ OR (Oral)☐ WR

(Written)

Yr. Sem. SPK Ver.

Enter title. Enter

text.

Enter text.


☐ OR (Oral)☐ WR

(Written)

☐ OR (Oral)☐ WR

(Written)

Yr. Sem. SPK Ver.

Enter title. Enter

text.

Enter text.


☐ OR (Oral)☐ WR

(Written)

☐ OR (Oral)☐ WR

(Written)

Yr. Sem. SPK Ver.

Enter title. Enter

text.

Enter text.


☐ OR (Oral)☐ WR

(Written)

☐ OR (Oral)☐ WR

(Written)

Yr. Sem. SPK Ver.

Enter title. Enter

text.

Enter text.


☐ OR (Oral)☐ WR

(Written)

☐ OR (Oral)☐ WR

(Written)

Yr. Sem. SPK Ver.

Enter title. Enter

text.

Enter text.


☐ OR (Oral)☐ WR

(Written)

☐ OR (Oral)☐ WR

(Written)

Yr. Sem. SPK Ver.

Enter title. Enter

text.

Enter text.


☐ OR (Oral)☐ WR

(Written)

☐ OR (Oral)☐ WR

(Written)

Yr. Sem. SPK Ver.

Enter title. Enter

text.

Enter text.


☐ OR (Oral)☐ WR

(Written)

☐ OR (Oral)☐ WR

(Written)

Yr. Sem. SPK Ver.

Enter title. Enter

Enter


☐ OR (Oral)☐ WR

☐ OR (Oral)☐ WR

of 36

text. text.

(Written) (Written)

Yr. Sem. SPK Ver.

Enter title. Enter

text.

Enter text.


☐ OR (Oral)☐ WR

(Written)

☐ OR (Oral)☐ WR

(Written)

Yr. Sem. SPK Ver.

Enter title. Enter

text.

Enter text.


☐ OR (Oral)☐ WR

(Written)

☐ OR (Oral)☐ WR

(Written)

Yr. Sem. SPK Ver.

Enter title. Enter

text.

Enter text.


☐ OR (Oral)☐ WR

(Written)

☐ OR (Oral)☐ WR

(Written)

Yr. Sem. SPK Ver.

Enter title. Enter

text.

Enter text.


☐ OR (Oral)☐ WR

(Written)

☐ OR (Oral)☐ WR

(Written)

Yr. Sem. SPK Ver.

Enter title. Enter

text.

Enter text.


☐ OR (Oral)☐ WR

(Written)

☐ OR (Oral)☐ WR

(Written)

Notes: Enter notes.

of 36

Assessment Assessment Team to completeSee Appendix 6 for the detailed unit assessment criteria coding and rubric.

Yr Sem UDC Ver Unit Title Credits Total weighted Assessment

Type of Assessments: Assurance of Individual Learning

Engagement with Feedback Authenticity

Submission Performance Examination

Yr.

Sem.

SPK Ver.

Enter title. Enter text.

Enter text.

Enter text. Enter text. Enter text. Enter text. Enter text. Enter text.

Yr.

Sem.

SPK Ver.


Enter text.


Yr.

Sem.

SPK Ver.


Enter text.


Yr.

Sem.

SPK Ver.


Enter text.


Yr.

Sem.

SPK Ver.


Enter text.


Yr.

Sem.

SPK Ver.


Enter text.


Yr.

Sem.

SPK Ver.


Enter text.


Yr.

Sem.

SPK Ver.


Enter text.


Yr.

Sem.

SPK Ver.


Enter text.


Yr.

Sem.

SPK Ver.


Enter text.


Yr.

Sem.

SPK Ver.


Enter text.


Yr.

Sem.

SPK Ver.


Enter text.


Notes: Enter notes.

of 36

Appendix 1: Unit learning outcomes and levels of thinking

Unit learning outcomes are what students are expected to be able to do upon successful completion of the unit. They begin with a strong action verb and describe specific tasks, preferably requiring students to develop higher order thinking skills (levels 4 to 6 in this table). For more information on creating quality unit learning outcomes, and specific information on the table below relating to Bloom’s Taxonomy, see http://ctl.curtin.edu.au/local/downloads/learning_teaching/tl_handbook/tlbookchap4_2012.pdf.

Level of Thinking (LOT) Skills Demonstrated and Assessment Verbs

1. Remembering

Observation and recall of information; knowledge of dates, events, places, materials, objects; knowledge of major processes or procedures; mastery of subject matter.Unit learning outcome and assessment verbs: arrange, cite, collect, define, describe, duplicate, enumerate, examine, find, identify, indicate, label, list, locate, match, memorise, name, order, outline, quote, recall, recite, recognise, record, relate repeat, reproduce, retrieve, select, show, state, tabulate

2. Comprehending

Understand information, grasp meaning; translate knowledge into new contexts; interpret facts; compare and contrast; order, group, infer causes, predict consequence.Unit learning outcome and assessment verbs: arrange, articulate, associate, classify, compare, contrast, describe, differentiate, discuss, distinguish, exemplify, expand, explain, express, extend, identify, illustrate, indicate, interpret, locate, match, outline, paraphrase, recognise, relate, report, restate, review, select, summarise.

3. Applying

Use information; use methods, concepts, theories in new situations; solve problems using required skills or knowledge; use equipment, tools.Unit learning outcome and assessment verbs: administer, apply, calculate, chart, classify, collect, compute, control, convert, demonstrate, determine, develop, dramatise, draw, employ, estimate, execute, exhibit, illustrate, implement, manipulate, model, modify, operate, practice, prepare, relate, report, select, show, sketch, transfer, use, utilise.

4. Analysing

Discern patterns; organise parts; recognise hidden meanings; identify components, simplify complex information; metacognition.Unit learning outcome and assessment verbs: analyse, calculate, categorise, classify, compare, contrast, correlate, deconstruct, detect, differentiate, discriminate, distinguish, examine, explain, interpret, organise, quantify, research, scrutinise, separate, sequence, subdivide, survey, test, translate.

5. Evaluating

Compare and discriminate between ideas; think critically, make judgments about worth (based on stated premises); assess the value of theories, make choices based on reasoned argument; verify or question the value of evidence.Unit learning outcome and assessment verbs: appraise, argue, assess, categorise, choose, compare, conclude, contrast, critique, debate, decide, deduce, defend, discriminate, dispute, establish, estimate, evaluate, gauge, generalise, hypothesise, infer, interpret, judge, justify, measure, monitor, negotiate, predict, prioritise, propose, prove, rank, rate, recommend, relate, select, solve, support, validate, verify.

6. Creating

Combining ideas to develop an original idea or product, engage in creative thinking.Unit learning outcome and assessment verbs: adapt, anticipate, assemble, change, communicate, compare, compile, compose, construct, create, derive, design, develop, devise, formulate, generate, hypothesise, improve, incorporate, infer, initiate, integrate, interpret, invent, make, modify, originate, plan, produce, reconstruct, revise, synthesise, transform, visualise.

of 36

http://ctl.curtin.edu.au/local/downloads/learning_teaching/tl_handbook/tlbookchap4_2012.pdf

Appendix 2: Learning Design Capabilities ScalesIndigenous

There is evidence:2 Core This is a core unit focused on Australian Indigenous knowledge systems1 Embedded Of at least one unit learning outcome, and consequently at least one assessment,

explicitly naming aspects associated with Australian Indigenous knowledge systemsNE Not Evident There is no evidence in the unit

GlobalThere is evidence:

2 Core This is a core unit focused on global, international or transnational aspects of that discipline or profession

1 Embedded Of at least one unit learning outcome, and consequently at least one assessment, explicitly naming aspects associated with global, international or transnational aspects of that discipline or profession

NE Not Evident There is no evidence in the unit

EthicsThere is evidence:

2 Core This is a core unit focused on the ethics and/or ethical behaviour relevant to the discipline or profession

1 Embedded Of at least one unit learning outcome, and consequently at least one assessment, explicitly naming aspects associated with ethics and/or ethical behaviour relevant to the discipline or profession


LeadershipThere is evidence:

2 Core This is a core unit focused on leadership principles to effect social change relevant to the discipline or profession

1 Embedded Of at least one unit learning outcome, and consequently at least one assessment, explicitly naming aspects associated with leadership principles to effect social change relevant to the discipline or profession


ResearchThere is evidence:

2 Core This is a core unit focused on research strategies relevant to the discipline or profession

1 Embedded Of at least one unit learning outcome, and consequently at least one assessment, explicitly naming aspects associated with research

NE Not Evident No evidence of research in the unit

PS Note if a unit has a major focus on primary research, otherwise it will be assumed all other research is secondary research

of 36

Appendix 2: Learning Design Capabilities Scales (continued…) English Language Proficiency

There is evidence:2 Elective This is an English for Academic Purposes elective unit, available to students identified

as at risk of failing due to inadequate ELP.1 Embedded ELP is articulated in unit Learning Outcomes, developed through explicit instruction

(bolt-on or embedded), and included as task-specific elements in rubrics or marking guides for major weighted assessment tasks.

NE Not Evident There is no English language development addressed in this unit.OR Task type that includes instruction and/or assessment of ELP elements is OralWR Task type that includes instruction and/or assessment of ELP elements is Written

Communication SkillsThere is evidence:

2 Core This is a Communication Skills core unit.1 Embedded Communication Skills are articulated in at least one unit learning outcome, and

consequently at least one assessment, explicitly naming aspects associated with communication skills relevant to the discipline or profession

NE Not Evident There is no evidence of Communication Skills being addressed in this unit.

OR Task type that includes instruction and/or assessment of Communication Skills elements is Oral

WR Task type that includes instruction and/or assessment of Communication Skills elements is Written

ICT LiteracyThere is evidence:

2 Core This is a core unit focussed on using digital technology to think critically, communicate, collaborate, create and share knowledge

1 Embedded Of at least one unit learning outcome, and consequently at least one assessment, explicitly naming aspects associated with using digital technology to think critically, communicate, collaborate, create and share knowledge

NE Not Evident There is no evidence in the course of topics associated with using digital technology to think critically, communicate, collaborate, create and share knowledge

Information LiteracyThere is evidence:

2 Core This is a core unit focussed on accessing, evaluating, referencing and/or managing information resources relevant to the discipline or profession

1 Embedded Of at least one unit learning outcome, and consequently at least one assessment, explicitly naming aspects associated with accessing, evaluating, referencing and/or managing information resources relevant to the discipline or profession

NE Not Evident There is no evidence in the course of subjects associated with accessing, evaluating, referencing and/or managing information resources relevant to the discipline or profession

Work Integrated Learning (WIL)HD Highly

DevelopedWIL Highly Developed: Work or community-based experience

D Developing WIL evident in all unit learning outcomes which are verified by authentic assessmentE Emerging WIL evident in some unit learning outcomes which are verified by authentic

assessmentNE Not Evident WIL Not Evident: no evidence of WILNA Not

ApplicableWIL Not Applicable: WIL is not applicable in this unit

of 36

Appendix 3 – Assessment Data Source

Details about Assessments are shown in the categories below:

Type Task (examples) Medium (examples)

Role Supervision Authenticity Principal Assessors Feedback (examples)

Choose from:

Performance Submission Examination

Test Presentation Reflection

Investigation Exercise Work placement Laboratory Exam Take home Exam Essay Report Case study Dissertation Portfolio

Written Oral Practical Performance Visual Calculations Combination Other

Individual Pair Group

Invigilated non-invigilated

Highly developed (e.g. work placement, fieldwork)

Developing (e.g. simulation, role-play or case study)

Emerging (e.g. theoretical information based on workplace)

Not evident

Teaching staff only Industry only Peer only Self only Teaching staff/industry Teaching staff/peers Teaching staff/self External

Grade Mark Rubric Verbal Annotated script Group report Individual email Peer feedback Specific feedback

sessions Other electronic

means Audio feedback Audio/video Self feedback

of 36

Appendix 4 – Assessment Moderation Arrangement / Strategies

of 36

Submission Performance ExaminationPre-Marking Assessment task was reviewed (based on previous student

performance) and updated prior to publication of Unit Outline

Unit coordinator and co-assessor design/review assessment task(s) and rubric/marking key(s) prior to publication of unit outline

Unit coordinator and co-examiner design/review assessment task(s) and marking key(s)

Assessment task was reviewed (based on previous student / staff feedback) and updated prior to publication of Unit Outline

Marking team to discuss & reach consensus on applying marking key/rubric

Students provided with details of exam structure

Assessment task is distinguished from, but comparable to, task used in previous study periods

Students provided with rubric/marking key Marking team to discuss & reach consensus on applying marking key

Students provided with rubric/marking key Explicit induction of external supervisors for placement / fieldwork assessment

Students provided with exemplars or marked exemplars Students provided with placement manual (includes details of assessment)

Student conduct self or peer review using rubric/marking key

Intra-Marking Second marking of sample of assessments Second marking of fails where presentations are recorded Second marking of all failsBlind double marking (of clean copy) of sample of assessments by two independent assessors

Unit Coordinator to check sufficient information and justification provided to support fail grades

Anonymous marking (student identity hidden from marker)

Post-Marking Check or second marking of borderline All marks entered in grade centre; Review of distribution of marks

Spot check of outliers (high or low scoring assessments)

Spot check of outliers (high or low scoring assessments) Check marking of all threshold (around grade boundaries eg 59/69/79/89) assessments

Check marking or second marking of all threshold (around grade boundaries eg 59/69/79/89) assessments

All marks entered in grade centre; Review of distribution of marks

Appendix 5 – Learning Engagement Unit Design Rubric – Data Source for the Learning Engagement Map

1 2 3

Supp

ort

Learning activities are appropriately scaffolded for introduction to material, practicing skills, performance improvement.

Staff and peer support is available and being utilised by students.

Learning activities support progressively increasing levels of performance.

Staff members act as mentors and critical peers.

Students are developing and demonstrating self-direction and lifelong learning skills

Students can draw on staff and industry experts for guidance.

Pers

onal

isati

on

The student’s life and work experiences are recognised and used to develop learning activities that build on their previous learning.

Students make some decisions about what and how they learn.

The student’s life and work experiences are recognised and used to develop responsibility for their own learning.

Students make key decisions about what and how to learn.

The student’s strengths, interests and aspirations are elicited and used to personalise learning.

Lear

ning

Res

ourc

es

Learning resources support and promote skill acquisition and practice needed for specified learning activities and assessments.

Learning resources include a variety of audio, visual and texts and comply with universal design guidelines for learning.

Learning resources facilitate interaction (e.g. case studies, case examples, simulations).

Learning resources support the development and practice of professional skills such as critical thinking, communication, teamwork, leadership and ethical reasoning appropriate to the discipline.

Audio, visual and text-based learning resources are utilized in the unit’s learning engagement design to build on the needs and interests of the student.

Students are actively involved in developing artefacts and resources that support their own learning and that of others.

Students engage in a wide range of multimodal learning environments.

Activ

ity

Learning activities elicit performance demonstrating learning outcomes and graduate attributes and have clear instructions and expectations for satisfactory as well as exemplary completion.

Engaging activities are augmented (not dominated) by short presentations delivered by learning facilitators or students to scaffold and consolidate learning.

Activities use innovative patterns for student participation and engagement, including activities are actually in, or simulating, the real world activity of a professional.

Activities require sustained effort over time, supported by incremental tasks.

Learning activities are appropriately scaffolded for introduction to material, practicing skills, and performance improvement.

Tasks are based on active learning strategies, including problem-based learning and tasks with depth, complexity, and duration.

Activities address one or more graduate attributes, offer multiple opportunities to practice the skill or knowledge-in-action.

Activities provide means for creating knowledge as well as consolidating and revising ideas; for example, students contribute cases or create activities relevant to their real-life and workplace experiences.

of 36

1 2 3Co

llabo

ratio

n Networking opportunities with both synchronous

and asynchronous interactions are well-designed to form a learning community.

Collaboration activities reinforce learning outcomes and build workplace skills such as networking, negotiation and cooperation.

Students develop an awareness of other perspectives (global, multicultural and societal).

Students work extensively on collaborative problem-solving tasks (e.g. co-construction of artefacts, reviewing and critiquing work, finding resources, prioritising and making decisions) in both face-to-face and online settings.

Students have opportunities to participate in real-world professional communities related to their potential future employment.

Students develop a global, multicultural and societal perspective via multiple opportunities for global communication and collaboration.

Students work in teams in a workplace setting or on authentic workplace tasks.

Students proactively interact and collaborate with professionals in their field.

Students successfully interact and collaborate in different cultural and societal contexts.

Feed

back

Students are encouraged and assisted to complete self-reflection tasks and are provided with constructive feedback.

Feedback is focused on helping the student improve performance and develop new knowledge.

Feedback involves the individual as well as peers.

Feedback is specific to the performance required and elicited by an assessment that demonstrates knowledge-in-action as well as ‘knowing’.

Feedback measures are situated in real-world scenarios and activities.

Feedback includes individual and group reflection and public sharing.

Feedback opportunities are structured similar to or actually within real-world settings (e.g. performance reviews, peer reviews, public presentations with question and answer sessions, blind reviews, publishing opportunities.

Feedback measures real-life capabilities in authentic settings. Students draw on staff and industry experts for guidance.

Feedback is sought from the learning community and professionals in the field.

of 36

Appendix 6: Assessment Matrix

See Appendix 7 for the Unit Assessment Criteria Coding for the Assessment Matrix. The Unit Assessment Matrix provides an analysis of the quality of assessment that is based on the information included in Unit Outlines. The analysis is based on Curtin’s Assessment Principles that underpin assessment policy at Curtin (see Assessment and Student Progression Manual at http://policies.curtin.edu.au). Where possible, the Assessment Principle (AP) has been identified within the Unit and Course Matrices.

Principle 1: Assessment practices will be subject to quality processes Principle 2: Assessment aligns with intended learning outcomes Principle 3: Assessment addresses Curtin graduate attributes Principle 4: Assessment practices have a substantial impact on student learning Principle 5: Assessment provides high quality and timely feedback to students Principle 6: Courses and units include a variety of assessment types Principle 7: Assessment is inclusive and equitable Principle 8: Assessment is valid and reliable Principle 9: Information about assessment is readily available Principle 10: The amount of assessed work is manageable

Type of Assessment:Submission - an assessment task for which the student submits an artefact for evaluation. The artefact may be electronic (text-based, non-text-based or media based) or physical. Assessments in this category are recognised to have low to medium academic integrity depending on the strategies implemented to address assurance of individual student learning and originality of student work. Performance – an assessment task that involves the evaluation of a student performance or demonstration of a skill or competency. The performance may be live or recorded. Assessments in this category are recognised to have medium to high academic integrity depending on the strategies implemented to assure fair and transparent assessment practices through moderation Examination – an assessment conducted under controlled and invigilated conditions. Assessments in this category are recognised to have medium to high academic integrity depending on the nature of invigilation and strategies implemented to assure fair and transparent assessment practices through moderation.

N/E = Unable to ascertain from the unit outline

of 36

http://policies.curtin.edu.au/

http://policies.curtin.edu.au/findapolicy/docs/Assessment%20and%20Student%20Progression%20Manual%20-%206th%20Edition%20-%20Feb%202013%20V2.pdf

Appendix 7: Unit Assessment Criteria Coding – data source for the Assessment Matrix1 2 3

Uni

t out

line

(UO

) as

sess

men

t de

tail

(AP9

) Information about assessment is not in the UO or

sufficient detail is not provided Non-standard UO format used; minimal details

included about assessment requirements Information about late submission penalties

missing or refers to non-standard practices Pass requirements not consistent with policy or

hurdle requirements not specified Marking criteria not specified

Standard UO format used, basic information about assessment requirements (weightings, due dates) included

Marking criteria not specified Pass requirements late submission policy, and

moderation procedures provided as boilerplate text only

Information about assessment is readily available to students and sufficiently detailed within the UO

UO follows standard format and includes detailed information about assessment requirements (weightings, due dates, marking criteria sufficiently expressed to direct student effort)Boilerplate text about pass requirements late submission policy, and moderation procedures is accompanied by further detailed information relevant to the unit

Assu

ranc

e of

In

divi

dual

le

arni

ng (A

P6,8

)

Most or all assessment marking approaches do not employ direct observation and/or there is no evidence of strategies to assure academic integrity and provide assurance of individual work or originality of work

Some assessment marking approaches employ direct observation and/or provide evidence of strategies to assure academic integrity and provide assurance of individual work or originality of work

There are some processes in place to evidence individual students’ contributions to group assessments

The balance of marks required to achieve a pass in this unit are derived from assessments that assure individual learning.

Assessment marking employs direct observationAssessments that cannot be observed employ appropriate measures to assure academic integrity and originality of student workSystematic strategies are in place to evidence individual students’ contributions to group assessments

Enga

gem

ent

with

fe

edba

ck

(AP5

)

Feedback primarily consists of marks/grades Feedback is generally received from a single source

Feedback is sometimes available from varied sources

Students have opportunities to reflect and/or provide feedback to peers

Feedback is provided in a timeframe/format usable by students in subsequent assessments

Feedback is designed to be multifaceted; it is available in multiple formats, from varied sources and provides feedback of learning and feedback for learning

Students are involved in self-review and/or providing feedback to peersStudents have opportunities to demonstrate how they have used earlier feedback in their current work

Auth

entic

ity

(AP3

,4)

Assessments do not have clearly visible development of Curtin graduate attributes beyond discipline knowledge

Assessments do not resemble tasks performed in the workplace

The audience for assessment tasks is the teacher/assessor only

Assessment tasks use hypothetical scenarios or simulations where tasks are directly related to tasks performed in the workplace but are conducted in an academic format/context

Assessments have an impact on student learning and visible development of Curtin graduate attributes

Assessment activities are tasks that graduates will perform in the workplaceAssessments are conducted in real-life or simulated work settingsThe outputs/outcomes of assessment tasks are created for and/or directly applied to the community/industry to solve real world problems

of 36

clt.curtin.edu.auclt.curtin.edu.au/.../course_quality/...Template.docx · Web viewART_Curriculum...

Documents

Transcript of clt.curtin.edu.auclt.curtin.edu.au/.../course_quality/...Template.docx · Web viewART_Curriculum...