Curriculum Policies Roadshow

A presentation to the ECU Community

July 31 2018

Professor Angela HillPVC Education

Overview of session

• Why new curriculum policies?• How were they developed?• What are the key changes?• What’s next for implementation?

NB: Slides and recording will be available after session

Rationale for revision: Continuous improvement

Rationale for revision: Australian Higher Education Regulatory Environment

https://www.teqsa.gov.au/what-we-do

Rationale for revision: Sector and institutional priorities

Includes focus on new campuses and online learning

https://intranet.ecu.edu.au/__data/assets/pdf_file/0005/767930/TEL-blueprint.pdf

Rationale for revision: Our student success data and evidence-based approach

Priorities3.Sustained collaborations with students, academic and professional staff to create systematised and innovative responses that retain students across the lifecycle.

4. Strength based approaches to enhancing students’ academic preparedness.

5. Course design and a student experience that prioritises lifelong learning and future-oriented employability.

https://intranet.ecu.edu.au/__data/assets/pdf_file/0012/.../student-success-blueprint.pdf

New/revised policies and procedures

1. Curriculum Approval, Amendment and Accreditation Policy– Curriculum Approval, Amendment and Accreditation

Procedure2. Curriculum Design Policy

– Curriculum Design Procedure3. Assessment Policy

– Assessment, Examination and Moderation Procedures4. Curriculum Evaluation and Review Policy

– Major Course Review and Re-accreditation Procedure– Annual Course and Unit Review Procedure

http://intranet.ecu.edu.au/staff/centres/strategic-and-governance-services/our-services/academic-governance-and-standards/curriculum-resources

Rescinded policies and replaced procedures

Rescinded Policies

• Curriculum Approval• Curriculum Planning and

Development• Curriculum Delivery and

Assessment• Internationalisation of the

Curriculum at ECU*– *Scheduled for Education

Committee today

Replaced Procedures• Curriculum Lifecycle• Annual Unit Review• Annual Course Review• Preliminary Proposal• Awards Classifications

and Structure Procedure

How were policies developed and approved?

• Benchmarking across sector• Review of TEQSA Guidance notes• Consultation and review with stakeholders (varied depending on policy)

– ADTLs– Student Guild– Kurongkurl Katitjin– NTEU– Centre for Learning and Teaching staff– University Executive

• Academic Policy Working Group review • Education Committee scrutiny• Academic Board scrutiny

Timeline for implementation

Education Committee

April 2018

Academic Board

May 2018

ECU Council

June 2018

Implementation Activities

July 2018 onwards

FullyImplemented

December 2019

Framework for new/revised policies

Principles for design• ‘Simple and

contemporary’ accessible and ‘one stop’ shop

• ‘Principle based’ policies – Norm in sector

• Reflect ‘future’ oriented higher education

• Benchmarked and can withstand external scrutiny

Suite of documentation• Policy• Procedure• HOW TO GUIDES

(emerging)

A QUICK OVERVIEW OF KEY CHANGES

CURRICULUM APPROVAL, AMENDMENT AND ACCREDITATION POLICY

Curriculum Approval, Amendment and Accreditation Policy

KEY CHANGE1. Revised terminology – aligned to the Higher Education Standards Framework

qPolicy employs the term course accreditation to refer to ECU’s self-accrediting capacity, through Academic Board, to approve and accredit courses

q This is distinct from professional accreditation (being accreditation with external bodies and associations).

Language of the Higher Education StandardsA higher education provider that is registered in the ‘Australian

University’ provider category and meets the requirements under Section 45(1) of the TEQSA Act 2011 is authorised under the TEQSAAct 2011 to self-accredit each course of study that leads to a higher education qualification that it offers or confers.

Curriculum Approval, Amendment and Accreditation Policy

KEY CHANGE2. Curriculum approvals have been modified:

qUniversity Executive approval required for New Course Preliminary Proposals

qRevised Curriculum Delegations (for course accreditation)o Education Committee has approval authority for specified

curriculum items as outlined in the Curriculum Delegations table of the policy

o School Curriculum Teaching and Learning Committee is the approval authority for specified curriculum items – ADTL is Chair.

TEQSA needs to be satisfied that the provider’s mechanisms for course approval provide rigorous scrutiny of proposed courses by credible and experienced observers, that the findings of such scrutiny are considered thoroughly, and that the oversight mechanisms are sufficiently independent of those who are involved in delivery of the courses of study.https://www.teqsa.gov.au/latest-news/publications/guidance-note-academic-governance

CURRICULUM DESIGN POLICY

Curriculum Design Policy

THREE CORE PRINCIPLES

• Learning-centred - learning outcomes, teaching and assessment activities, learning resources, and support are focussed on enabling and enhancing learning for all students

• Globally relevant - develop knowledge, skills and attitudes to navigate the complexity and diversity present in a rapidly changing world, including the world of work, and for making positive and ethical contributions to the community

• Transformative - learning experiences that challenge students�existing assumptions and paradigms and promote critical reflection on their worldviews

Curriculum Design Policy and Procedures

Curriculum Design Procedure

Clear requirements for courses and units• Course and Unit Learning Outcomes• Alignment of Learning Outcomes• First year experience• Generic skills including communication skills• Internationalisation of the curriculum• Minimum standards for technology enhanced learning and

teaching• Unit Information minimum requirements• Experiential, Career Development and Work Integrated Learning• Inclusive Curriculum Design• Student Engagement with Aboriginal and/or Torres Strait Islander

Content• Award Classification and Structure

How to guide: First Year Unit

NCS1102 Professional Conduct and CommunicationStudents are directed to work through a series of online modules as part of their weekly learning activities. The skills covered in the online modules prepare them for their assessment.

Bachelor of Science (Nursing)

http://ecu.au.libguides.com/academic-skills-in-nursing-and-midwifery

The site has had 23400 hits since Jan 2018.

Generic skills including communication skills: example of existing practice

Carol Crevacore: NCS 1102.

Internationalisation of the curriculum: example of practice

School of Medical and Health Science• This tour is a structured

academic program that provides students with an immersive learning experience

• The tour is targeted towards second and third year Exercise and Sport Science students.

• Students enrol into the unit HST3505 International Project.Unit Coordinator: Zane McDonald

Unit Information Minimum Requirements

Must have• consultation and contact

details for all teaching staff, • the unit learning resources, • an overview of the semester

schedule,• assessment information• academic integrity

information • expectations and penalties, • an overview of changes

made to the unit as a result of UTEI feedback

• relevant OHS material.

MAN5401 Richard Hughes

How to guide: Technology Enhanced Learning Standards

http://intranet.ecu.edu.au/learning/curriculum-design/technology-enhanced-learning

Student Engagement with Aboriginal and/or Torres Strait Islander Content: example of practice

NCS6100 Nursing Cultural Studies.

• Unit within the J46 Master of Nursing (Graduate Entry) course.

• This unit focuses on the historical and socio-cultural aspects of health for Aboriginal and Torres Straight Islander people, and prepares students to be culturally capable Registered Nurses.

• The unit was developed based on the Nursing and Midwifery Aboriginal and Torres Strait Islander (ATSI) Health Curriculum Framework, created by the Congress of Aboriginal and Torres Strait Islander Nurses and Midwives (CATSINaM) which is an adaptation of the 2014 ATSI Health Curriculum Framework.

NCS6100 Dr Rosemary Saunders. Content created in collaboration with Leeanne Pena from Kurongkurl Katitjin.

Student Engagement with Aboriginal and/or Torres Strait Islander Content – Inclusive Curriculum Design: example of practice

EDU3104 Dr. John O’Rourke

ASSESSMENT POLICY

Background to Assessment Policy

Principle-based Policy and streamlined Procedures– From 134 to 65 “prescriptions”

New Policy and Procedures– 3 principles– 62 procedures

Extensive benchmarking

Best practice in assessment design

Assessment Policy

Principles ProceduresWhole-of-course approach, scaffolded • Variety of assessment tasks

• Cumulative assessment • Criteria for course learning outcomes &

evidence for progressive attainment

Criterion & standards-referenced, high-quality evidence of performance

• Progressive consensus moderation• Student identity verification• Group tasks and individual achievement• Non-replicable tasks

Embedded communication & generic skills

• Tasks require written and oral communication across course

• Tasks are authentic replication of practice/world of work

Give students opportunities to judge & improve performance quality

• Feedback• Self and peer review and feedback

Assessment Policy: Embeds criterion/standards referenced based assessment

• “Criterion-based assessment judges students on the quality of their work alone, against pre-determined benchmarks. Judgment is untainted by prior

performance and is independent of

how other students perform in the same task (Sadler, 2005). Each

grade is assigned as a measure of

the extent to which the unit learning outcomes have been

achieved.”Find out more: https://app.griffith.edu.au/assessment-

matters/docs/design-

assessment/process/implement/marking/assessment

• “This is in contrast to norm-referenced assessment: – Norm-referenced assessment is the

process of judging and grading the

learning of students by comparing

and ranking each student against the performance of other students in

the same cohort.”

Assessment methods: guidance from Higher Education Standards

Standard 1.4 Specific strategies support transition, including:

– assessing the needs and preparedness of individual students and cohorts

– undertaking early assessment or review that provides formative feedback on academic progress and is able to identify needs for additional support, …

On completion of a course of study, students have demonstrated the learning outcomes specified for the course of study, whether assessed at unit level, course level, or in combination.

Assessment Procedures: reflects the varied requirements of the disciplines

No mandated number of assessment tasks: Should reflect the discipline, stage of course, cohort needs and most importantly the learning outcomesProcedure states:3.12 Assessment tasks within each unit must elicit appropriate and adequate evidence consistent with the stated unit learning outcomes.

3.13 No single assessment task may count for more than 60% of the final mark for the unit, with the exception of units designated as creative or special projects, student professional experience, or other tasks with the approval of the Associate Dean Teaching and Learning (ADTL).

Procedures: Assessment minimum information requirements

3.3 Assessment information for students should be detailed in a designated location in Blackboard and must include details of:

a) the assessment type b) the assessment task requirements c) the relevant learning outcome(s) d) the weighting e) the due date and time f) the marking criteria or rubric g) whether the task is to be completed individually or in a group h) exemplars and examples of requirements as appropriate

3.4 Assessment information must also include information about any mandatory requirements to pass the unit, including tasks that must be passed

cadmus // Cadmus Learn

Assessment Procedures: Student identity verification and scaffolding

Student Identity Verification The identity of the student completing the task (authorship) can be verified

HMN1114 Dr. Kay Hearn

Moderation: not an optional extra

See Higher Education Standards

1.4 Methods of assessment are consistent with the learning outcomes being assessed, are capable of confirming that all specified learning outcomes are achieved and that grades awarded reflect the level of student attainment.5.4 When a course of study, any parts of a course of study, or research training are delivered through arrangements with another party(ies), whether in Australia or overseas, the registered higher education provider remains accountable for the course of study and verifies continuing compliance of the course of study with the standards in the Higher Education Standards Framework that relate to the specific arrangement.

Moderation is about continuous calibration of judgement and standards, rather than scaling results.

Moderation and MRS evidence

Moderation: How to guides

http://intranet.ecu.edu.au/learning/curriculum-design/moderation

CURRICULUM EVALUATION AND REVIEW POLICY

Curriculum Evaluation and Review Policy

KEY CHANGES

1.The policy combines curriculum review requirements into one policywith 2 main review procedures:

1. Major Course Review2. Annual Course and Unit Reviews

2.The Major Course Review is an updated process to guide the 5 yearlycomprehensive course reviews with new roles for

– Self Assessment Team– Course Coordinator

Higher Education Standards (HESF) – Course Review

5.3 Monitoring, Review and Improvement 5.3.1 All accredited courses of study are subject to periodic (at least every seven years) comprehensive reviews that are overseen by peak academic governance processes and include external referencing or other benchmarking activities.5.3.4 Review and improvement activities include regular external referencing of the success of student cohorts against comparable courses of study, including:

a. analyses of progression rates, attrition rates, completion times and rates and, where applicable, comparing different locations of delivery, and b. the assessment methods and grading of students’ achievement of learning outcomes for selected units of study within courses of study.

More information provided in TEQSA Guidance Note: External Referencing Including Benchmarking

Major Course Review

There are two aspects to a Major Course Review:

• A comprehensive and reflective self-assessment process including:

– documentation of course and its performance using the Major Course Review and Re-accreditation Template (Coursework or HDR template); and

– external benchmarking of student data and course quality.

• Re-accreditation of the course by Academic Board.

Curriculum Evaluation and Review Policy

Roles: Major Course Review Procedure

• Self Assessment team: a collaborative effort– Course Coordinator: lead the review and might

Chair the Self Assessment Team– Associate Dean: who could also Chair– Dean, International Relations– Library rep – CLT reps– Teaching staff reps– Student rep– Other staff/alumni as required

Benchmarking to support the Major Course Review

Institutional benchmarking (publicly available data) to be supplied by Strategic Information Services• Student Progress and

Outcomes– Course retention– Progress– Completion– Working on graduate

outcome metrics*

Information to be obtained through an external benchmarking partnershipCourse Quality indicators– Entry Standards– Methods of Assessment– Grade Distributions

http://intranet.ecu.edu.au/learning/curriculum-design/benchmarking

Major Course Review Template: Steps through the requirements

Review the original rationale for the course and outline how the rationale is now relevant. Include:• Aim of the course including relationship to professions/labour

market and outcomes for students in the future;• Current modes and locations of study available; and• Whether the original rationale of the course is still valid,

including relationship to graduate destinations, the ECU Strategic Plan and the School’s direction.

Everyone is benchmarking…

https://www.adelaide.edu.au/learning/reviews/benchmarking/external/

https://www.iru.edu.au/action/education/

Role of Academic Governance and Standards

• Provide and maintain timeline in consultation with Schools

• Alert Schools to due dates • Provide relevant data and point direction to

more data• Provide relevant templates • Ensure timelines are met• Support the submission to Education

Committee and Academic Board

Annual Course and Unit Review Procedures

• Minimal change – ECUonQ system instructions removed from procedures.

• ECUonQ information is being incorporated into How To Guides, to assist staff in conducting their course and unit reviews.

• Data and reflection will be aligned to the Major Course Review.

• The more reflective the annual monitoring, including development of action plans, will benefit at the time of major course review.

• AGS will continue to monitor and report on completions.

Curriculum Evaluation and Review Policy

Curriculum Evaluation and Review Policy

Next steps for you…

• Download and review the policies and procedures• Attend relevant staff development activities for 2018– Major Course Review– Moderation– Assessment design

• Academic Governance and Standards and Centre forLearning and Teaching to provide dedicated assistance

• Watch for learning and teaching grants to support reforms

• Additional policy reviews underway– Academic Leadership Policy– Academic Integrity and Board of Examiners

Thank you

Questions?

Follow up: clt@ecu.edu.au