elt501 foundations of university learning and teaching · elt501 foundations of university learning...

CRICOS Provider Code: 00586B

Tasmanian Institute of Learning and Teaching (TILT)

ELT501 FOUNDATIONS OF UNIVERSITY LEARNING AND TEACHING

Semester 2, 2016

Unit Outline

Dr Andrea Adam

© The University of Tasmania 2015

CONTACT DETAILS

Unit coordinator

Unit coordinator: Dr Andrea Adam

Campus: Sandy Bay

Email: [email protected] *(preferred communication mode)

Phone: 03 6226 7116

If you would like a meeting, please email me to arrange a time and meeting mode (Lync, webconference, phone, or on-campus).

I work Wednesday to Friday.

Unit Lecturer

Lecturer: Ms Nell Rundle

Campus: Sandy Bay

Email: [email protected] *(preferred communication mode)

Phone: 03 6226 1766

If you would like a meeting, please email me to arrange a time and meeting mode (Lync, webconference, phone, or on-campus).

Unit Administration

Graduate Certificate Administration: Mrs Tamzen Jeanneret

Campus: Sandy Bay

Email: [email protected]

Phone: 03 6226 7251

Contact times: Business hours, Monday to Friday

mailto:[email protected]



ELT501 Foundations of University Learning and Teaching Page 1

CONTENTS WHAT’S THE UNIT ABOUT? 3

UNIT DESCRIPTION 3

INTENDED LEARNING OUTCOMES 3

GRADUATE QUALITY STATEMENT 4

ALTERATIONS TO THE UNIT AS A RESULT OF STUDENT FEEDBACK 4

PRIOR KNOWLEDGE &/OR SKILLS 4

HOW WILL I BE ASSESSED?* 5

ASSESSMENT SCHEDULE 5

ASSESSMENT DETAILS 5

HOW YOUR FINAL RESULT IS DETERMINED* 10

SUBMISSION OF ASSIGNMENTS* 12

ACADEMIC REFERENCING* 13

ACADEMIC MISCONDUCT* 14

WHAT LEARNING OPPORTUNITIES ARE THERE? 15

MYLO 15

RESOURCES 15

ACTIVITIES 16

COMMUNICATION 17

FURTHER INFORMATION AND ASSISTANCE 18

CONTINUING PROFESSIONAL LEARNING 19

UNIT SCHEDULE 22

APPENDIX A ASSESSMENT RUBRICS 23

APPENDIX B ALTERNATIVE ASSESSMENT SCHEDULE 27

ALTERNATIVE ASSESSMENT SCHEDULE 27

ALTERNATIVE ASSESSMENT DEATILS 27


HOW YOUR FINAL RESULT IS DETERMINED WHEN COMPLETING THE ALTERNATIVE ASSESSMENT

SCHEDULE 31

ASSESSMENT RUBRICS FOR ALTERNATIVE ASSESSMENT SCHEDULE 33


WHAT’S THE UNIT ABOUT? Unit description

ELT501, Foundations of University Learning and Teaching, is designed to provide information and a collegial environment to support you in developing a rich and integrated understanding of university learning and teaching issues, with reference to the UTAS context.

You will explore the theories, principles and practice of university learning and teaching. There is an emphasis on discussing and applying constructive alignment, strategies to promote deep learning and integrating technology into the learning and teaching environment.

This is the foundation unit in the Graduate Certificate of University Learning and Teaching, and consequently introduces a range of topics that will be developed further in other units. It also acts as a primer for new UTAS staff. ELT501 is aligned with the UK Professional Standards Framework. Eligible ELT501 students completing the approved study sequence in the unit will gain recognition as an Associate Fellow of the UK Higher Education Academy (AFHEA) on successful completion of the unit. The UK HEA Fellowship scheme enables recognition of quality and excellence in the practice of teaching and supporting learning.

Intended Learning Outcomes

Foundations of University Learning and Teaching fulfils two roles. It is the foundation unit in the Graduate Certificate of University Learning and Teaching. It also acts as a primer for new UTAS staff.

The unit is designed to provide information and a collegial environment to support you in developing a rich and integrated understanding of university learning and teaching issues, as described in the following intended learning outcomes. The key dimensions of the UKPSF covered and assessed within ELT501 are included after each ILO. (Additional dimensions less core to the unit are included in brackets.)

At the completion of this unit, you will be able to:

1. Design constructively aligned units where the intended knowledge, skills and understandings are clearly and appropriately communicated, taught, and assessed. A1, A3, K1, K2, K4 (K3, V1, V2, V3)

2. Use Higher Education theory, literature and practice to make and support arguments for teaching. K1, K2, V3

3. Present an argument for change, addressing both formal and informal structures, to improve teaching and learning in your professional context. A5, K1, K2 (A4, V3)


Graduate Quality Statement

Successful completion of this unit supports your development of course learning outcomes, which describe what a graduate of a course knows, understands and is able to do. Course learning outcomes for the Bachelor of Education with Professional Honours (Higher Education), for which ELT501 is a core unit, are available from the Course homepage. Course learning outcomes are developed with reference to national discipline standards, Australian Qualifications Framework (AQF), any professional accreditation requirements and the University of Tasmania’s Graduate Quality Statement.

The University of Tasmania experience unlocks the potential of individuals. Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. University of Tasmania graduates acquire subject and multidisciplinary knowledge and skills and develop creative and critical literacies and skills of inquiry. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability. Through respect for diversity and by working in individual and collaborative ways, our graduates reflect the values of the University of Tasmania.

Alterations to the unit as a result of student feedback

In response to student feedback from 2015 and 2016, the following changes to the learning opportunities and assessment in ELT501 have been made:

• additional learning opportunities have been introduced during the semester to facilitate ongoing engagement with the content and with colleagues.

• alterations have been made to assessment tasks 2 and 3 to better allow reflection on practice.

• students will have the choice to complete assessment tasks 2 and 3 as a combined submission.

Prior knowledge &/or skills

In most cases, you need to have completed a bachelor’s degree or equivalent. You also need to be committed to self-improvement in your teaching and other educational activities, and be willing to engage colleagues in this process. You will need to have access to a Unit Outline, preferably for a unit in which you teach. If you are not teaching into a unit, you may need to request to use an outline written by a colleague. If you are unsure about what Unit Outline to use, please discuss with Andrea.

http://www.utas.edu.au/tilt/learning-and-teaching/BEPHHE


HOW WILL I BE ASSESSED?* Assessment schedule

Assessment task Date due by Percent weighting

Measures Intended Learning Outcomes:

Eligibility assessment for AFHEA 24/06/16, 12pm - eligibility for AFHEA

Learning Outcomes Critique

Post 1.1 Submit proposed ILOs

Post 1.2 Comment on peers’ ILOs

Post 1.3 ILO justification

27/06/16, 2pm

04/07/16, 2pm

18/07/16, 2pm

15% 1, 2 and 3

Formative Assessment Task (hurdle)

submission window open from 01/08/16 to 29/08/16, 2pm

- 2

Combined Learning Activity Development & Assessment Essay

12/09/16, 2pm 85% 1, 2 and 3

References for AFHEA candidates 03/10/16, 2pm - eligibility for AFHEA

Refinement of combined Learning Activity Development & Assessment Essay

24/10/16, 2pm (85%) (1, 2 and 3)

Assessment details

Assessment task 1: Learning Outcomes Critique (15%) Task description The purpose of this assessment task is for you to develop and

demonstrate your skills in designing good intended learning outcomes (ILOs).

This task is designed to give you an opportunity to share and reflect on your practice, and experience giving and receiving constructive peer feedback on teaching.

This assignment will take the form of a series of discussion posts in MyLO.

Post 1.1

You will share draft ILOs that you propose should be used for your unit/module. You will also include a maximum of two


sentences to explain the context of the unit/module to your peers (e.g., year level, discipline, role in the course)

Post 1.2

Provide constructive feedback to your peers on their ILOs, supporting your position with reference to the recommendations of Biggs and Tang (2011) and UTAS (2015) ILO guidelines.

The aim of your feedback is to explain to your peers the ways in which their ILOs reflect good practice. You may make constructive suggestions for modifications to the proposed ILOs to meet guidelines and/or recommendations. (Maximum 250 words each reply.)

Post 1.3

You will make a final proposal for a set of ILOs to use in your unit/module, plus a 500-word justification for them. This justification will use at least Biggs and Tang (2011) and UTAS guidelines.

For information about how to label your posts for assessment, please see the ELT501 Assessment Tasks module of Content in the ELT501 MyLO site.

Assessment criteria (intended learning outcomes measured)

1. Use Biggs and Tang (2011) and UTAS guidelines to analyse your colleagues’ ILOs. (Post 1.2) – 33.33% (measures ILO 2)

2. Propose ILOs in line with guidelines, and principles and theories of teaching and learning (Post 1.3) – 33.33% (measures ILO 1)

3. Justify your final ILOs (Post 1.3) – 33.33% (measures ILOs 2, 3)

Please refer to the rubric for ELT501 Assessment Task 1: Learning Outcomes Critique (15%) for further clarification about expectations and performance standards.

Alignment with the UKPSF

Assessment Task 1 will allow you to demonstrate your ability to design modules or units of study [A1: Cr2]. You will bring your understanding of your discipline and your context [K1] to this design activity. The theory of constructivism incorporated into the constructive alignment framework will underlie your approach to developing intended learning outcomes written from the perspective of what the students will do, rather than your own actions as a teacher [(K3): Cr1, Cr2]. You will use evidence, from Biggs and Tang and the University’s guidelines, to support your proposals for better design [V3: Cr1, Cr3]. In this assessment you will show that you can use the knowledge you have acquired about the way students learn and good learning design to advocate for better teaching practice by presenting your argument [A5: Cr3].

http://www.teaching-learning.utas.edu.au/ilo

http://www.teaching-learning.utas.edu.au/ilo


Task length approximately 1200 words

Date due by Post 1.1: Monday 27th June, 2pm

Post 1.2: Monday 4th July, 2pm

Post 1.3: Monday 18th July, 2pm

Formative Assessment task: Justification Task description A paragraph justifying how one element of your assessment task

or learning activity is demonstrative of good practice.

(This paragraph can form part of your Combined AT2&3, with a particular focus on criterion 2)

Assessment criteria

(intended learning outcomes measured)

Use of evidence, including Higher Education literature, to justify an argument (measures ILO2)

Task length approximately 250 words

Submission window open

Monday 1st August, 9am to Monday 29th August, 2pm. Submission must be made within this time to be eligible to pass the unit.

Combined Assessment task 2&3: Learning Activity Development and Assessment Essay (85%) Task description The purpose of this combined task is for you to demonstrate

your understanding of good teaching and assessment practice. You will demonstrate this through describing the design of a learning activity and an assessment task that reflect good practice and are constructively aligned to develop and measure the ILO(s) of the unit. You will support your claims with evidence from Higher Education literature and reflections from your own practice on what has or has not worked well in the past. This assessment is also designed to measure your ability to advocate for change to improve teaching and learning.

This task will include:

1) List of good ILOs for the unit/module

2) Description of learning activity and a description of an Assessment Task

3) Justification for why the learning activity and the assessment task are demonstrative of good practice, and good for your context, your students, the discipline,


workloads, the content, etc. You will support your justification with evidence from: Higher Education literature; reflection on your own teaching practice; feedback from peers and students; and UTAS policy and guidelines.

4) Explanation of how these contribute to ensuring the unit is constructively aligned. This may include how the learning activity develops the students’ skills, knowledge and/or understandings described in the ILO(s), and/or how the assessment task measures attainment of the ILO(s).

5) Explanation of how you (from your current professional position) could ensure that the good practice described is implemented into the unit and/or further across the course. We want to hear realistic strategies for influencing others to support good teaching and assessment practice. These strategies will include an awareness of the formal administrative processes for implementing change as well as the interpersonal and discipline-specific context for change.


1) Description of a learning activity and an assessment task that are demonstrative of good practice (measures ILO1)

2) Use of evidence, including reflection on practice and literature, to justify your arguments (measures ILO2)

3) Explanation of how the learning activity and/or the assessment task ensures the unit is constructively aligned. (measures ILO1)

4) Explanation of how you could facilitate uptake of improved teaching and/or assessment practice. (measures ILO3)

Weighting: Each criterion is essential to pass this assessment task. Performance on criteria 1 and 2 will have the greatest influence on the standard of pass achieved. Please refer to the rubric for this assessment task for further clarification about expectations, performance standards and grading.


In this combined Assessment Task 2&3, you will present a learning activity that supports the attainment of the ILO(s) in an existing unit. The learning activity will be designed or chosen by you to fulfil the design needs of the unit, meeting the requirements of constructive alignment [A1: Cr1]. You will use your knowledge of your discipline and context and how students learn in your discipline and context to plan an appropriate activity [K1, K2: Cr1]. You will consider the value of different


technologies, to select an appropriate technology for the activity in the context of your unit [K4: Cr1].

To justify the activity, you will use evidence from a range of sources. One source of evidence will be your own learning experiences and teaching practice. You will use these reflections to identify features of good activity design, and to plan an activity that is appropriate for your students and context. You will also engage with the literature in higher education, and use this to shape your understanding of, and explain how the activity will support student learning and is appropriate for your context [V3: Cr2].

In justifying a good assessment task, you will actively reflect on your current teaching practice, particularly in relation to your assessment and feedback practices [A3: Cr2]. Your analysis will reflect your understanding of and work to improve the constructive alignment of the unit [A1: Cr3].

Your reflection on what is working and what could be improved in your teaching and/or assessment practice will be informed by your discipline knowledge and context, and an explicit consideration of appropriate teaching practices for your discipline and/or context [K2: Cr1, Cr2]. Your sources of evidence to support your analyses and proposals will include reflection on practice and higher education literature [V3: Cr2].

Your assessment design will provide equitable and fair measures of student learning, as required by the University’s Assessment Policy, to ensure equitable access to learning for all of your students [V1, V2: Cr1, Cr2].

In your paper, you will discuss how you will use what you have learned about quality learning and teaching in your discipline to facilitate improved assessment practice [A5: Cr4].

Task length 4500 words

Date due by Monday 12th September, 2pm

Submit to the Combined Learning Activity and Assessment Essay Assignment folder in the ELT501 MyLO site


Assessment of eligibility for AFHEA (no summative weight) Task description If you want successful completion of ELT501 to gain you

recognition as an Associate Fellow of the UK HEA (AFHEA), you must successfully complete an assessment of your eligibility. The University of Tasmania is accredited by the HEA to award Associate Fellowship to eligible staff.

Assessment of your eligibility will involve you completing a short online questionnaire, administered through the ELT501 MyLO site.

Assessment criteria Your eligibility will be determined by whether you are currently:

1. employed by the University of Tasmania, and

2. engaged in teaching and/or supporting learning in some capacity


Determination of eligibility for AFHEA

Task length approximately 5 minutes

Date due by Friday 24th June, 2pm

References for AFHEA candidates (no summative weight) Task description Candidates for AFHEA recognition must provide two references

to verify their teaching practice.

Details about the references and guidance for referees, including a reference template are available on the ELT501 MyLO site.


Support for case for AFHEA recognition

Date due by Monday 3rd October, 2pm

Submit to AFHEA References Assignment Folder in the ELT501 MyLO site

How your final result is determined*

ELT501

Your final result is determined by summing the marks obtained for all assessment tasks.

Integral to successful completion of this unit is attainment of each of the three intended learning outcomes. Therefore, in addition to a total, averaged final grade, your performance against each of the ILOs will be assessed separately. To be eligible to pass the unit, you will need to attain an overall mark of 50% for the unit and to pass


each ILO. The table on the next page shows which of the assessment task criteria aligns with each of the ILOs.

Intended learning outcomes are designed to reflect the knowledge, understanding and skills that you have on completion of the unit. Hence, performance on the final assessment task is considered your best demonstration of your achievement of the ILOs.

Therefore,

You will be deemed to have passed ILO1 if you pass criteria 1 and 3 on Combined AT2&3

You will be deemed to have passed ILO2 if you pass criterion 2 on Combined AT2&3

You will be deemed to have passed ILO3 if you pass criterion 4 on Combined AT2&3

If you have not fully demonstrated attainment of all ILOs, you will have the opportunity to reflect on your feedback, refine and resubmit Combined AT2&3 for re-grading.

At the completion of this unit, you will be able to:

AT 1: Learning Outcomes Critique

AT 2&3: Learning Activity Development and Assessment Essay

Design constructively aligned units where the intended knowledge, skills and understandings are clearly and appropriately communicated, taught, and assessed.

2. Propose ILOs in line with guidelines and policies, and principles and theories of teaching and learning

1. Description of a learning activity and an assessment task that are demonstrative of good practice 3. Explanation of how the learning activity and/or the assessment task ensures the unit is constructively aligned. (measures ILO1)

Use Higher Education theory, literature and practice to make and support arguments for teaching.

1. Use Biggs and Tang (2011) and UTAS guidelines and policies to analyse your colleagues’ ILOs 3. Justify your final ILOs

2. Use of evidence, including reflection on practice and literature, to justify your arguments

Present an argument for change, addressing both formal and informal structures, to improve teaching and learning in your professional context.

3. Justify your final ILOs 4. Explanation of how you could facilitate uptake of improved teaching and/or assessment practice.


Candidates for Associate Fellowship of the HEA (AFHEA)

The HEA Fellowship scheme enables recognition of quality and excellence in the practice of teaching and supporting learning. The University of Tasmania is accredited by the HEA to award Associate Fellowship to eligible staff.

If you want successful completion of ELT501 to gain you recognition as an Associate Fellow of the HEA (AFHEA), you must:

1. be eligible (employed by UTAS and engaged in teaching/supporting learning)

2. provide two references to verify your teaching practice

3. successfully complete the unit assessment tasks

Submission of assignments*

All assessment tasks must be submitted on MyLO. Assessment task 1 posts must be submitted to the Learning Outcomes Critique Discussion Topic by 2pm on each of the three due by dates. Assessment Tasks 2 and 3 must be submitted to the corresponding Assignment Folder by 2pm on the due by dates.

Requests for extensions

All requests for extensions should be submitted via email to Dr Andrea Adam ([email protected]) well before the due date of the assignment. Generally, foreseeable work commitments will not be grounds for an extension.

Penalties*

Students may submit assignments at any time up to the due by date. A penalty may be applied for submission after the due date unless a formal extension has been granted in MyLO. Weekend days attract the same penalties as weekdays.

The following late penalties apply.

Assessment Task 1

• Five-percent (5%) of the maximum mark available for the assignment for each day late (including weekend days and public holidays) for each component (i.e., Posts 1.1, 1.2 and 1.3) up until 10 days late or the due date of the subsequent component, whichever comes first. After that date, the maximum possible mark for that component will be 50%.

• The timely submission of Posts 1.1 and 1.2 are important as your peers are relying on your information and feedback.

Assessment Tasks 2 and 3

• Five-percent (5%) of the maximum mark available for the assignment for each day late (including weekend days and public holidays) up until 10 days late.


Word limits have been set for assessment tasks. Submissions that exceed the word limit by more than 10% may incur a penalty of 10% of the awarded mark for each 10% over the word limit. Submissions below the word limit will not attract a penalty.

Application of penalties in ELT501

In ELT501, if applied, penalties may reduce the standard of passing grade achieved, but will not impact on your eligibility to pass the unit. If you have demonstrated achievement of the learning outcomes of ELT501, you will receive a pass. The application of penalties will not reduce an otherwise passing grade below 50%.

Review of results and appeals

Appeals should go to the unit coordinator - Dr Andrea Adam - in the first instance. As the unit coordinator for ELT501 is also the Course Coordinator, if unresolved, appeals are referred to the Faculty Executive (Education).

Academic referencing*

In your written work you will need to support your ideas by referring to scholarly literature, works of art and/or inventions. It is important that you understand how to correctly refer to the work of others, and how to maintain academic integrity.

Failure to appropriately acknowledge the ideas of others constitutes academic dishonesty (plagiarism), a matter considered by the University of Tasmania as a serious offence.

The appropriate referencing style for this unit is American Psychological Association (APA) referencing style as this style is the one most commonly adopted in Higher Education journals.

American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

However, our priority is that you use a referencing style consistently, and this will be the expectation in AT1 and Combined AT2&3.

The University library provides information on presentation of assignments, including referencing styles and should be referred to when completing tasks in this unit.

Please read the following statement on plagiarism. Should you require clarification please see your unit coordinator or lecturer.

https://elibrary-utas-edu-au.ezproxy.utas.edu.au/utas/file/ab1ef3c9-0834-4f22-b29b-09daf1265fc7/1/APA%20style%20guide%20to%20electronic%20references.pdf

https://elibrary-utas-edu-au.ezproxy.utas.edu.au/utas/file/ab1ef3c9-0834-4f22-b29b-09daf1265fc7/1/APA%20style%20guide%20to%20electronic%20references.pdf

http://utas.libguides.com/referencing

http://utas.libguides.com/referencing


Plagiarism

Plagiarism is a form of cheating. It is taking and using someone else's thoughts, writings or inventions and representing them as your own; for example, using an author's words without putting them in quotation marks and citing the source, using an author's ideas without proper acknowledgment and citation, copying another student's work.

If you have any doubts about how to refer to the work of others in your assignments, please consult your lecturer or tutor for relevant referencing guidelines. You may also find the Academic Honesty site on MyLO of assistance.

The intentional copying of someone else’s work as one’s own is a serious offence punishable by penalties that may range from a fine or deduction/cancellation of marks and, in the most serious of cases, to exclusion from a unit, a course or the University.

The University and any persons authorised by the University may submit your assessable works to a plagiarism checking service, to obtain a report on possible instances of plagiarism. Assessable works may also be included in a reference database. It is a condition of this arrangement that the original author’s permission is required before a work within the database can be viewed.

For further information on this statement and general referencing guidelines, see the Plagiarism and Academic Integrity page on the University web site or the Academic Honesty site on MyLO.

Academic misconduct*

Academic misconduct includes cheating, plagiarism, allowing another student to copy work for an assignment or an examination, and any other conduct by which a student:

a. seeks to gain, for themselves or for any other person, any academic advantage or advancement to which they or that other person are not entitled; or

b. improperly disadvantages any other student.

Students engaging in any form of academic misconduct may be dealt with under the Ordinance of Student Discipline, and this can include imposition of penalties that range from a deduction/cancellation of marks to exclusion from a unit or the University. Details of penalties that can be imposed are available in Ordinance 9: Student Discipline – Part 3 Academic Misconduct.

https://mylo.utas.edu.au/d2l/home/83246

http://www.utas.edu.au/students/plagiarism/



http://www.utas.edu.au/__data/assets/pdf_file/0006/23991/Ordinance-9-Student-Discipline.pdf

http://www.utas.edu.au/__data/assets/pdf_file/0006/23991/Ordinance-9-Student-Discipline.pdf


WHAT LEARNING OPPORTUNITIES ARE THERE? MyLO

MyLO is the online learning environment at the University of Tasmania. This is the system that will host the online learning materials and activities for this unit.

Getting help with MyLO

It is important that you are able to access and use MyLO as part of your study in this unit. To find out more about the features and functions of MyLO, and to practice using them, visit the Getting Started in MyLO unit. For access to information about MyLO and a range of step-by-step guides in pdf, word and video format, visit the MyLO Student Support page on the University website. If something is not working as it should, contact the Service Desk ([email protected], phone 6226 1818), or Request IT Help Online.

Resources

Required readings

Chapters 1-7 and 10 from the following text are required reading. This book is available in electronic format through the Library. If you prefer to access a hard-copy, the book is also available for purchase from the Co-op Bookshop:

Biggs, J., & Tang C. (2011). Teaching for quality learning at university (4th ed). Maidenhead, Berkshire, England: Open University Press/McGraw-Hill.

Recommended readings

Journals

It is important that you read journal articles throughout the semester. This is particularly important in relation to Assignment 2.

We strongly recommend that you visit the Library’s Subject Guide for Education. This subject guide includes valuable guidance on finding and evaluating literature on higher education teaching and learning.

Policy & Guidelines

There is a range of University policy with which you will be expected to become familiar. Some important policies and guidelines for learning and teaching are listed here:

Rundle, N. (2016). Guidelines for good assessment practice (3rd ed.). Hobart, Tasmania, Australia: Tasmanian Institute of Learning and Teaching, University of Tasmania.

University of Tasmania. (2015). Teaching and Learning. Retrieved May 26, 2016, from http://www.teaching-learning.utas.edu.au/



http://www.utas.edu.au/mylo/student-support

http://www.utas.edu.au/service-desk/

http://www.utas.edu.au/service-desk/


https://servicedesk.its.utas.edu.au/

http://utas.libguides.com/education

http://www.teaching-learning.utas.edu.au/


University of Tasmania. (2012). Assessment policy. Retrieved from www.utas.edu.au/governance-legal/policy

University of Tasmania. (2009). Rule No 2 – Academic assessment (Amended). Retrieved from http://www.utas.edu.au/governance-legal/academic-governance/academic-senate/academic-senate-rules

Reading Lists

Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website.

There are a number of areas of teaching and learning research that have been of common interest to previous ELT501 cohorts (e.g., feedback, peer assessment). We have selected a few interesting and seminal articles across these areas to get you started.

Equipment, materials, software, accounts

For the on campus sessions, it is highly recommended that you bring an internet connected device. Ideally, this would be a portable computer (e.g. laptop or notebook), or alternatively a tablet device (including iPads).

Activities

Learning expectations and teaching strategies/approaches

The University is committed to high standards of professional conduct in all activities, and holds its commitment and responsibilities to its students as being of paramount importance. Likewise, it holds expectations about the responsibilities students have as they pursue their studies within the special environment the University offers.

The University’s Code of Conduct for Teaching and Learning states:

Students are expected to participate actively and positively in the teaching/learning environment. They must attend classes when and as required, strive to maintain steady progress within the subject or unit framework, comply with workload expectations, and submit required work on time.

Teaching and learning strategies

ELT 501 is taught through a blend of on-campus and online teaching. Attendance at sessions is very important. An important aspect of the on-campus classes is to give you the opportunity to meet, and work with, colleagues from different Schools and Faculties.

http://www.utas.edu.au/governance-legal/policy

http://www.utas.edu.au/governance-legal/academic-governance/academic-senate/academic-senate-rules

http://www.utas.edu.au/governance-legal/academic-governance/academic-senate/academic-senate-rules

http://rlms.utas.edu.au/erl/


There are three on-campus days with classes running from 10am until 4pm on those days. A schedule of sessions will be communicated on the first day of the unit.

In addition to the on-campus teaching, learning activities in the course will be supported through a MyLO site. The on-campus days will involve activities that introduce key concepts. A range of learning opportunities will be facilitated through MyLO during the semester to deepen your understanding and to support your development of the skills and knowledge that will be assessed.

The activities in MyLO have also been designed to assist you to communicate effectively with the teaching team and your classmates.

Details of teaching arrangements

ELT501 is taught through a combination of block teaching on-campus before the semester begins, and synchronous and asynchronous activities online during semester.

Specific attendance/performance requirements

Students must attend at least 80% of all teaching sessions, and submit all assessment tasks to be eligible to pass the unit.

If you are unable to attend a portion of the on-campus sessions due to illness, a medical certificate will be required. If you miss classes for medical or other reasons, you will be required to attend alternative professional development activities as negotiated with the Unit Coordinator. Even with a medical certificate, you may not be able to complete the unit if you miss more than one-third of the on-campus sessions.

Work Health and Safety (WHS)

The University is committed to providing a safe and secure teaching and learning environment. In addition to specific requirements of this unit you should refer to the University’s Work Health and Safety website and policy.

Communication

News and announcements regarding the unit will be posted to MyLO News, and students will be expected to be aware of the content of such posts within 72 hours of them being posted.

Questions about learning activities or assessment can be asked using the relevant discussion board in MyLO. Teaching staff will regularly review discussion boards and you can expect a response to your post within 72 hours.

The discussion tool in MyLO is preferred for communication in ELT501 to ensure equality of access to information for all students.

If you have a question of an individual or personal nature, please contact the relevant staff member via email.

http://www.utas.edu.au/work-health-safety/


Further information and assistance

If you are experiencing difficulties with your studies or assignments, have personal or life-planning issues, disability or illness which may affect your course of study, you are advised to raise these with the unit coordinator in the first instance.

There is a range of University-wide support services available to you including Student Learning Support, Student Advisers, Disability Services, and more which can be found on the Student Support and Development page of the University website.

Should you require assistance in accessing the Library, visit their website for more information.

http://www.utas.edu.au/student-learning/

http://www.utas.edu.au/student-learning/

http://www.utas.edu.au/first-year/student-advisers

http://www.utas.edu.au/students/disability/students

http://www.utas.edu.au/students/students/support-development

http://www.utas.edu.au/library/study


Continuing professional learning

The UK Professional Standards Framework (UKPSF)

Study within ELT501 is aligned with the UK Professional Standards Framework (UKPSF). The UKPSF, developed by the Higher Education Academy (HEA) in the UK, has international recognition and support.

The UKPSF aims to support the initial and continuing professional learning of all staff engaged in teaching and supporting learning, and provide a mechanism for recognition of quality and innovation in teaching and learning practice. The University’s Teaching Performance Expectations (TPEs) and the Graduate Certificate in University Learning and Teaching (Grad Cert ULT) are all aligned to the UKPSF. The University’s commitment to the UKPSF is a signal to students, staff and other stakeholders of the standards of quality and professionalism supported at the institution.

The HEA provides an fellowship scheme which enables staff to be recognised, depending on their role and experience, as an Associate Fellow, Fellow, Senior Fellow or Principal Fellow of the Academy.

Eligible ELT501 students completing the approved study sequence in the unit will gain recognition as an Associate Fellow of the HEA (AFHEA) on successful completion of the unit. Fellowship of the HEA (FHEA) will be awarded on successful completion of the approved study sequence in the Grad Cert ULT.

The three interrelated dimensions of practice outlined in the UKPSF are the Areas of Activity, Core Knowledge and Professional Values:

Areas of Activity

A1 Design and plan learning activities and/or programmes of study

A2 Teach and/or support learning

A3 Assess and give feedback to learners

A4 Develop effective learning environments and approaches to student support and guidance

A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

https://www.heacademy.ac.uk/recognition-accreditation/uk-professional-standards-framework-ukpsf

http://www.utas.edu.au/provost/the-utas-academic-performance-expectations-for-academic-staff


Core Knowledge

K1 The subject material

K2 Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme

K3 How students learn, both generally and within their subject/ disciplinary area(s)

K4 The use and value of appropriate learning technologies

K5 Methods for evaluating the effectiveness of teaching

K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching

Professional Values

V1 Respect individual learners and diverse learning communities

V2 Promote participation in higher education and equality of opportunity for learners

V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development

V4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice

How ELT501 supports you to meet Descriptor 1 of the UKPSF (Associate Fellow HEA)

ELT501 supports your learning and practice in relation to a number of key dimensions of the UKPSF and assesses your demonstration of meeting Descriptor 1 of the UKPSF (AFHEA). Many aspects of your activity, knowledge and values are addressed in the unit. The unit has been designed to align with the UKPSF across all dimensions, but with a particular focus on selected Areas of Activity [A1, A3, A5], Core Knowledge [K1, K2, K4] and Professional Values [V3] to meet the requirement of Descriptor 1. The Professional Values [V1, V2] underpin the University of Tasmania’s policies and values, within which you operate. These dimensions of the UKPSF are the core areas of development in learning activities and are explicitly assessed through the assessment tasks of the unit.


In completing ELT501 you will present an understanding of specific aspects of effective teaching, learning support methods and student learning and demonstrate the elements of Descriptor 1:

Elements of Descriptor 1: Addressed in ELT501:

D1.1 Successful engagement with at least two of the five Areas of Activity.

A1, A3, A5

D1.II Successful engagement in appropriate teaching and practices related to these Areas of Activity.

supported by references

D1.III Appropriate Core Knowledge and understanding of at least K1 and K2.

K1, K2, K4

D1.IV A commitment to appropriate Professional Values in facilitating others’ learning.

V1*, V2*, V3

(*all of your plans and proposals are required to be consistent with the University’s values, policies and plans, which are discussed in the unit, including the: UTAS Statement of Values; Assessment Policy; Open to Talent Plan and Social Inclusion Plan.)

D1.V Relevant professional practices, subject and pedagogic research and/or scholarship within the above activities.

The use of the Scholarship of Teaching and Learning literature to shape and support your ideas about teaching demonstrates your emerging engagement within this area.

D1.VI Successful engagement, where appropriate, in professional development activity related to teaching, learning, and assessment responsibilities.

Your participation in ELT501 is evidence of your commitment to continuing professional learning. This is supported by evidence from your references about your commitment to improvement in your practice.


Unit schedule

WEEK OF

SEMESTER BEGINNING ASSESSMENT TASKS AND WEBCONFERENCES

20 June On-campus classes for Hobart & Launceston cohort Wednesday 22nd to Friday 24th June

Eligibility assessment for AFHEA due by Friday 24th June, 12pm

27 June Assessment Task 1.1 due by Monday 27th June, 2pm

4 July Assessment Task 1.2 due by Monday 4th July, 2pm

1 11 July

2 18 July Assessment Task 1.3 due by Monday 18th July, 2pm

3 25 July Literature Webconference

Webconference to discuss AT2/3

4 1 August

5 8 August Census Date 10th August

6 15 August

7 22 August

Mid-sem break 29 August Formative Assessment Task

8 5 September

9 12 September Assessment Task 2 and/or 3 due by Monday 12th September, 2pm.

10 19 September

11 26 September

12 3 October Feedback on AT2 and/or AT3 returned

References for AFHEA candidates due by Monday 3rd October, 2pm

13 10 October

Study Period 17 October

Examinations 24 October Refinement of Combined AT2&3 or Submission of Assessment Task 2 or 3 due by Monday 24th October, 2pm

APPENDIX A ASSESSMENT RUBRICS

ELT501 Assessment Task 1: Learning Outcomes Critique (15%) Criteria High Distinction (HD) Distinction (DN) Credit (CR) Pass (PP) Fail (NN)

1. Use Biggs and Tang (2011) and UTAS guidelines to analyse your colleagues’ ILOs (Post 1.2)

You clearly explained how specific features of your colleagues’ ILOs represent good practice as recommended by guidelines and policies, and Biggs and Tang (2011). Where relevant, you provided practical suggestions to bring the ILOs into line with recommended practice.

You explained how your colleagues’ ILOs represent good practice as recommended by guidelines and policies, and Biggs and Tang (2011). Where relevant, you provided practical suggestions to bring the ILOs into line with recommended practice.

You identified good features of your colleagues’ ILOs and made recommendations for change that were consistent with recommended practice.

You identified good features of your colleagues’ ILOs and/or made recommendations for change that were consistent with recommended practice.

The comments you provided to peers did not address or were inconsistent with guidelines, teaching and learning theories and/or Biggs and Tang.

2. Propose ILOs in line with guidelines, and principles and theories of teaching and learning (Post 1.3)

Your proposed ILOs were fully consistent with UTAS guidelines and policies, and the recommendations of Biggs and Tang (2011).

The majority of your proposed ILOs were consistent with UTAS guidelines and policies, and the recommendations of Biggs and Tang (2011).

Your proposed ILOs were mostly consistent with UTAS guidelines and policies, and the recommendations of Biggs and Tang (2011).

Your proposed ILOs were partially consistent with UTAS guidelines and policies, and the recommendations of Biggs and Tang (2011).

Your proposed ILOs deviated significantly from UTAS guidelines and policies, and the recommendations of Biggs and Tang (2011) without justification.

3. Justify your final ILOs (Post 1.3)

You presented a compelling, thorough and succinct justification for the proposed ILOs. Your justification was supported by reference to relevant evidence from Biggs and Tang (2011) and/or UTAS guidelines and policies. You may have used additional sources of evidence.

You thoroughly justified the proposed ILOs. Your justification was supported by reference to relevant evidence from Biggs and Tang (2011) and/or UTAS guidelines and policies.

You justified the majority of the proposed ILOs. Your justification was supported by reference to evidence.

You partially justified the proposed ILOs. You supported some of your justification with reference to evidence.

You provided minimal justification for your proposed ILOs.


ELT501 Combined Assessment Tasks 2 and 3: Learning Activity Development and Assessment Essay (85%) Criterion High Distinction (HD) Distinction (DN) Credit (CR) Pass (PP) Fail (NN)

1. Description of a learning activity and an assessment task that are demonstrative of good practice

You described a student-centred activity that directly develops students’ skills, knowledge and understandings as described in the ILO(s). The activity is likely to be engaging for students and support a deep approach to learning. The activity is authentic and meaningful to students.

You included a description of appropriate and high-quality resources and technology-use ideal for supporting students’ learning and engagement in the activity.

You described an assessment task that supports student learning and criteria that fairly and validly measure what students know, understand or can do, as described in the ILO(s).

You described how students will receive meaningful feedback on their progress towards achieving the ILO(s).

You described a student-centred activity that develops students’ skills, knowledge and understandings as described in the ILO(s). Students are likely to understand why the task is relevant to their learning in and beyond the unit.

You included a description of appropriate and high-quality resources and technology-use to support students’ learning and engagement in the activity.

You described an assessment task that supports student learning and criteria that fairly and validly measure what students know, understand or can do, as described in the ILO.

You described how students will receive feedback on their learning.

You described a learning activity that supports development of the skills, knowledge and/or understandings in the ILO(s). You described an assessment task that validly measures elements of the ILO(s).

The activity and assessment were described in a way that students can understand their purpose.

You included a description of appropriate resources and technology-use to support students’ learning in the activity.

You described a learning activity that supports development of the skills, knowledge and/or understandings in the ILO(s). You described an assessment task that measures elements of the ILO(s).

The activity and assessment do not contravene UTAS rules and policies.

Students will be able to understand the purpose of the activity and how to complete the assessment task.

You described a learning or teaching activity. You described an assessment task and/or your proposals are inconsistent with UTAS rules, policies, and/or guidelines.


Criterion High Distinction (HD) Distinction (DN) Credit (CR) Pass (PP) Fail (NN)

2. Use of evidence, including reflection on practice and literature, to justify your arguments

You used evidence to thoroughly justify and support all of your claims.

Your evidence took a range of forms, including:

− insightful reflection on your practice,

− peer and/or student feedback, both formal and informal,

− a variety of the literature in the area , including: general, assessment-focussed and discipline-specific teaching and learning literature,

− UTAS policies, guidelines and/or rules. You clearly explained how your assessment practice enacts UTAS rules, policies, and/or guidelines.

Your explanation was succinct and compelling.

You used evidence to justify your claims that the activity and the assessment are demonstrative of good practice and are appropriate for your unit.


− thoughtful reflection on your practice,

− a variety of the literature in the area , including: general, assessment- or learning activity-focussed and discipline-specific Higher Education literature,

− UTAS policies, guidelines and/or rules. You explained how your assessment practice enacts UTAS rules, policies, and/or guidelines.

You used evidence to justify that the activity and the assessment are demonstrative of good practice and are appropriate for your unit.

Your evidence included:

− reflection on your practice,

− a range of Higher Education literature including discipline-specific

You discussed relevant UTAS rules, policies, and/or guidelines.

You used evidence to justify that the activity and the assessment are demonstrative of good practice.



− a range of Higher Education literature (in addition to Biggs and Tang, 2011).

You relied heavily on a few sources of literature.

You cited a limited range of evidence.

3. Explanation of how the learning activity and/or the assessment task ensures the unit is constructively aligned.

You have clearly explained how what you have asked the students to do will develop their skills, knowledge and/or understandings in a way that enables them to progress towards attaining the ILO(s).

or

You explained how the assessment task enables you to be confident that a student who passes it knows, understands or can do what is described in the ILO(s).

You have explained how the activity develops students’ skills, knowledge and/or understandings in a way that enables them to progress towards attaining the ILO(s).

or

You have explained how the assessment enables you to measure whether a student who passes it knows, understands or can do what is described in the ILO(s).

You explained how the learning activity develops students’ skills, knowledge and/or understandings as described in the ILO(s), or how the assessment task measures the ILO(s).

You provided an explanation for how the learning activity develops the skills, knowledge and/or understandings described in the ILO(s), or how the assessment task provides a measure of the ILO(s).

You mentioned alignment in a general sense.



4. Explanation of how you could facilitate uptake of improved teaching and/or assessment practice.

You proposed specific, realistic steps that you could take in your current professional context to facilitate implementation of the good practice described both within your own unit and beyond.

Your strategies addressed both formal approval processes and informal structures (including, but not limited to, students, teaching staff, coordinators and committees), and recognised the potential for both positive and negative reception by stakeholders and impact on workloads.

In particular, you demonstrated your understanding of what is most and least important for the quality of learning and teaching.

You proposed realistic steps that you could take in your current professional context to facilitate implementation of the good practice described both within your own unit and beyond.

Your explanation reflected consideration of policies and guidelines, workloads and stakeholder reception.

You explained realistic steps that you could take in your current professional context to facilitate implementation of the good practice described.

You considered how others within or outside your unit would be involved and discussed how to present your argument to them.

You explained realistic steps that you could take in your current professional context to facilitate implementation of the good practice described.

You considered how others within or outside your unit would be involved.

You made almost no mention of strategies to facilitate improved teaching and/or assessment practice.

Your grade for Combined Assessment Tasks 2 and 3 is determined according to the following guidelines:

HD – HD on criteria 1 and 2, not less than a DN criteria 3 and 4.

DN - DN on criteria 1 and 2, not less than a CR criteria 3 and 4.

CR - CR on criteria 1 and 2, not less than a PP criteria 3 and 4.

PP – PP on criteria 1, 2, 3 and 4

NN – NN on any of the criteria 1, 2, 3 or 4.

APPENDIX B ALTERNATIVE ASSESSMENT SCHEDULE Alternative assessment schedule

Assessment task Date due by Percent weighting

Measures Intended Learning Outcomes:

Eligibility assessment for AFHEA 24/06/16, 12pm - eligibility for AFHEA

Learning Outcomes Critique

Post 1.1 Submit proposed ILOs

Post 1.2 Comment on peers’ ILOs

Post 1.3 ILO justification

27/06/16, 2pm

04/07/16, 2pm

18/07/16, 2pm

15% 1, 2 and 3

Formative Assessment Task (hurdle)

submission window open from 01/08/16 to 29/08/16, 2pm

- 2

Assessment Essay 12/09/16, 2pm 50% 1, 2 and 3

References for AFHEA candidates 03/10/16, 2pm - eligibility for AFHEA

Learning Activity Development 24/10/16, 2pm 35% 1 and 2

Alternative assessment deatils

Assessment task 2: Assessment Essay (50%) Task description The purpose of this task is for you to demonstrate your

understanding of good assessment practice, and your ability to use higher education literature in your teaching and learning.

Reflect on your assessment practice in an existing unit. You will identify and reflect on practices that have worked and those that have not. Your conclusions will be supported by reference to various sources of evidence, including self (reflections on your own practice) and literature, and potentially from peers and students. From this reflection, you will propose a feature of your assessment practice that could be improved to facilitate better student learning outcomes and experiences. You will explain how the assessment could be improved with reference to literature

You will demonstrate your understanding of constructive alignment by explaining how at least one of the current or


proposed assessment tasks provides an appropriate measure of the ILOs.

You are expected to engage deeply with the literature in this assignment. You should draw on scholarly literature related to assessment of learning in higher education contexts, including your own discipline-specific context, and on University policies, procedures and guidelines to justify your arguments and proposals.

You need to explain how you would facilitate uptake of improved assessment practice, from your current professional position. If changes are needed to improve practice, how will you made a case for these, and to whom? If the current assessment practice is exemplary, how will you facilitate adoption of similar practices by colleagues and/or in other units. We want to hear realistic strategies for enacting change that take into account your actual position.

You may continue working on the same unit that you analysed for Assessment Task 1.

** Please include a list of the unit ILOs you are working with (this will not be included in your word count).


1. Identify good features and features with room for improvement in your assessment practice within an existing unit (measures ILO1)

2. Use evidence, including reflection on practice and literature, to justify your arguments (measures ILO2)

3. Explain how at least one assessment task measures one or more of the unit’s ILOs (measures ILO1)

4. Explain how you could facilitate uptake of improved assessment practice (measures ILO3)

5. Communicate in academic writing in the discipline of higher education (measures ILO3)

Weighting: Criteria 2, 3 and 4 are essential requirements to pass this assessment task. Performance on criterion 2 will have the greatest influence on the standard of pass achieved. Please refer to the rubric for Assessment task 2: Assessment Essay for further clarification about expectations, performance standards and grading.


In Assessment Task 2, you will actively reflect on your current teaching practice, particularly in relation to your assessment and feedback practices [A3: Cr2]. Your analysis and any proposals for improved assessment practice will reflect your understanding of and work to improve the constructive alignment of the unit [A1: Cr3].


Your reflection on what is working and what could be improved in your assessment practice will be informed by your discipline knowledge and context, and an explicit consideration of appropriate teaching practices for your discipline and/or context [K2: Cr1, Cr2]. Your sources of evidence to support your analyses and proposals will include reflection on practice and higher education literature [V3: Cr2].

Your assessment design and consideration of your assessment practices will provide equitable and fair measures of student learning, as required by the University’s Assessment Policy, to ensure equitable access to learning for all of your students [V1, V2: Cr1, Cr2].

In your paper, you will discuss how you will use what you have learned about quality learning and teaching in your discipline to facilitate improved assessment practice [A5: Cr4].


Date due by Monday 12th September, 2pm

Submit to the Assessment Essay Assignment folder in the ELT501 MyLO site

Assessment Task 3: Learning Activity Development (35%) Task description The purpose of this task is to describe and justify the use of a

learning activity in an existing unit (this may be an existing, modified or new activity).

You will describe what you will ask the students to do that will help them develop the skills, knowledge and understandings described in the intended learning outcomes.

You will present evidence from a range of sources to justify how the activity is representative of good practice. This evidence will include the higher education literature related to student engagement and teaching strategies, and personal reflections on learning and teaching experiences.

* Candidates for AFHEA must include reflection on their own teaching practice when justifying the quality/appropriateness of the activity.


1. Describe a learning activity that is demonstrative of good practice (50%) (measures ILO1)

2. Use evidence to justify how the learning activity represents good practice (50%) (measures ILO2)


Please refer to the rubric for Assessment Task 3a. Learning Activities Development for further clarification about expectations and performance standards.


In Assessment Task 3a, you will present a learning activity that supports the attainment of the ILO(s) in an existing unit. The learning activity will be designed or chosen by you to fulfil the design needs of the unit, meeting the requirements of constructive alignment [A1: Cr1]. You will use your knowledge of your discipline and context and how students learn in your discipline and context to plan an appropriate activity [K1, K2: Cr1]. You will consider the value of different technologies, to select an appropriate technology for the activity in the context of your unit [K4: Cr1].

To justify the activity, you will use evidence from a range of sources. One source of evidence will be your own learning experiences and teaching practice. You will use these reflections to identify features of good activity design, and to plan an activity that is appropriate for your students and context. You will also engage with the literature in higher education, and use this to shape your understanding of, and explain how the activity will support student learning and is appropriate for your context [V3: Cr2].


Date due by Monday 24th October, 2pm

Submit to Learning Activity Development Assignment Folder in the ELT501 MyLO site


How your final result is determined when completing the alternative assessment schedule

ELT501

Your final result is determined by summing the marks obtained for all assessment tasks.

Integral to successful completion of this unit is attainment of each of the three intended learning outcomes. Therefore, in addition to a total, averaged final grade, your performance against each of the ILOs will be assessed separately. To be eligible to pass the unit, you will need to attain an overall mark of 50% for the unit and to pass each ILO. The table on the next page shows which of the assessment task criteria aligns with each of the ILOs.

Intended learning outcomes are designed to reflect the knowledge, understanding and skills that you have on completion of the unit. Hence, performance on the final assessment task is considered your best demonstration of your achievement of the ILOs. Therefore, your opportunities to demonstrate attainment of the ILOs will be determined by the order in which you complete the Assessment Essay (AT2) and the Learning Activities Development Task (AT3)

Therefore,

You will be deemed to have passed ILO1 if you pass criterion 1 on AT3

You will be deemed to have passed ILO2 if you pass criterion 2 on AT3

You will be deemed to have passed ILO3 if you pass criteria 4 and 5 on AT2

Any student who attains an overall mark of 50% for the unit but who has failed one ILO will be given a supplementary assessment opportunity to demonstrate their attainment of the relevant ILO.


At the completion of this unit, you will be

able to:

AT 1: Learning Outcomes

Critique

AT 2 Assessment Essay

AT 3: Learning Activity

Development Design constructively aligned units where the intended knowledge, skills and understandings are clearly and appropriately communicated, taught, and assessed.

2. Propose ILOs in line with guidelines and policies, and principles and theories of teaching and learning

1. Identify good features and features with room for improvement in your assessment practice within an existing unit 3. Explain how at least one assessment task measures one or more of the unit’s ILOs.

1. Describe a learning activity that is demonstrative of good practice

Use Higher Education theory, literature and practice to make and support arguments for teaching.

1. Use Biggs and Tang (2011) and UTAS guidelines and policies to analyse your colleagues’ ILOs 3. Justify your final ILOs

2. Use evidence, including reflection on practice and literature, to justify your arguments

2. Use evidence to justify how the learning activity represents good practice

Present an argument for change, addressing both formal and informal structures, to improve teaching and learning in your professional context.

3. Justify your final ILOs 4. Explain how you could facilitate uptake of improved assessment practice. 5. Communicate in academic writing in the discipline of higher education

Assessment rubrics for alternative assessment schedule

ELT501 Assessment Task 2: Assessment Essay (50%) Criterion High Distinction (HD) Distinction (DN) Credit (CR) Pass (PP) Fail (NN)

1. Identify good features and features with room for improvement in your assessment practice within an existing unit

Your identification of features of your assessment and/or feedback practice that work and those in need of improvement demonstrated an understanding of good practice in learning and teaching. In particular, this identification demonstrated your understanding of what is most and least important for the quality of learning and teaching in the unit.

Your proposed change to a feature of your practice most in need of improvement would have a significant positive impact on student learning and/or the student experience.

Your identification of features of your assessment and/or feedback practice that work and those in need of improvement demonstrated an understanding of good practice in learning and teaching.

The features you identified are important for the quality of teaching and learning in the unit.

Your proposed change to a feature of your practice most in need of improvement would have a positive impact on student learning.


Your proposed improvement to your approach would have a positive impact on student learning.


You proposed an improvement to your approach.

You discussed features of the unit assessment and your assessment practice that are likely to have minimal impact on student learning. The features of assessment practice you identified as good and/or proposed were inconsistent with recommendations.



2. Use evidence, including reflection on practice and literature, to justify your arguments

You used evidence to thoroughly justify and support all of your claims (for good/poor practice and proposed assessment practice)


− insightful reflection on your practice,


− UTAS policies, guidelines and/or rules. You clearly explained how your assessment practice enacts UTAS rules, policies, and/or guidelines.

You used evidence to justify your claims (for good/poor practice and proposed assessment practice)


− thoughtful reflection on your practice,


− UTAS policies, guidelines and/or rules. You explained how your assessment practice enacts UTAS rules, policies, and/or guidelines.

You used evidence to justify your claims (for good/poor practice and/or proposed assessment practice)



− a range of teaching and learning literature.

You discussed relevant UTAS rules, policies, and/or guidelines. Your proposals are consistent with UTAS rules, policies, and/or guidelines.

You used evidence to support your claims (for good/poor practice and/or proposed assessment practice)



− discipline-specific teaching and learning literature (in addition to Biggs and Tang, 2011), and


Your proposals are consistent with UTAS rules, policies, and/or guidelines.

You cited a limited range of evidence and/or your proposals are inconsistent with UTAS rules, policies, and/or guidelines.

3. Explain how at least one assessment task measures one or more of the unit’s ILOs.

You have clearly explained how the assessment (current or proposed) enables you to be confident that a student passing it knows, understands or can do what is described in the ILO(s).

You have explained how the assessment (current or proposed) enables you to measure whether a student passing it knows, understands or can do what is described in the ILO(s).

When discussing your current and/or proposed practice, you explained how it measures the ILO(s).

When discussing your current and/or proposed practice, you provided an explanation of how it provides a measure of the ILO(s).

You mentioned alignment in a general sense.



4. Explain how you could facilitate uptake of improved assessment practice.

You proposed realistic, specific steps that you could take in your current professional context to facilitate the uptake of improved assessment practice that reflect consideration of relevant policies and guidelines, workloads and stakeholder reception.

Your strategies addressed both formal approval processes and informal structures (including, but not limited to, students, teaching staff, coordinators and committees), and recognised the potential for both positive and negative reception by stakeholders and impact on workloads.

You proposed realistic steps that you could take in your current professional context to facilitate the uptake of improved assessment practice that reflect consideration of policies and guidelines, workloads and stakeholder reception.

You explained realistic steps that you could take in your current professional context to facilitate improved assessment practice. At least one of these steps involved others within or outside your unit.

You explained realistic steps that you could take in your current professional context to facilitate improved assessment practice.

You made almost no mention of strategies to facilitate improved assessment practice.



5. Communicate in academic writing in the discipline of higher education

In your assignment, you communicated in a clear and concise academic style where:

− Assessment practices were described clearly and succinctly,

− you structured your assignment into an introduction, body and conclusion,

− there was a logical flow of ideas between sections,

− learning and teaching terminology was used and used correctly,

− you consistently followed English conventions of spelling, grammar and punctuation, and

− you consistently and correctly used American Psychological Association (APA) style throughout the assignment.

In your assignment, you communicated in a clear academic style where:

− Assessment practices were described clearly,

− you structured your assignment into an introduction, body and conclusion,

− there was a logical flow of ideas between sections,

− learning and teaching terminology was used correctly,

− you followed English conventions of spelling, grammar and punctuation, and

− you used American Psychological Association (APA) style throughout the majority of your assignment.

In your assignment, you communicated in a clear academic style where:

− Assessment practices were described,

− there were logical groupings of ideas into sections,

− you mostly followed English conventions of spelling, grammar and punctuation, and

− you used a style based on American Psychological Association (APA) style.

In your assignment, you communicated in an academic style where:

− Assessment practices were described at a general level.

− ideas were grouped into sections,

− you often followed English conventions of spelling, grammar and punctuation, and

− you used a mixture of American Psychological Association (APA) style and other styles of formatting

In your assignment, you communicated in an informal style where:

− you inconsistently followed the conventions of spelling, grammar and punctuation, and

− you used an idiosyncratic or academic style other than American Psychological Association (APA)

Your grade for Assessment Task 2 is determined according to the following guidelines:

HD – HD on criterion 2, not less than a DN criteria 3 and 4, no less than a CR on criterion 1 and 5.

DN - DN on criterion 2, not less than a CR criteria 3 and 4, no less than a PP on criterion 1 and 5.

CR - CR on criterion 2, not less than a PP criteria 1, 3, 4 and 5.

PP – PP on criterion 2, 3 and 4

NN – NN on any of the criteria 2, 3 or 4.


ELT501 Assessment Task 3: Learning Activity Development (35%) Criterion High Distinction (HD) Distinction (DN) Credit (CR) Pass (PP) Fail (NN)

1. Describe a learning activity that is demonstrative of good practice (50%)

You described an activity that supports development of the skills, knowledge and understandings in the ILO(s), as measured by assessment in the unit.

The technology used is ideal for the activity.

You described a high impact learning experience. The activity is likely to be engaging for students and support a deep approach to learning. The activity is authentic and meaningful to students.

The activity was well supported by appropriate and quality resources

You described an activity that supports development of the skills, knowledge and understandings in the ILO(s), and the assessment in the unit.

The technology used is a good choice for the activity.

You described a high impact learning experience. Students are likely to understand why the task is relevant to their learning in and beyond the unit.

The activity was supported by appropriate and quality resources.

You described an activity that supports development of the skills, knowledge and/or understandings in the ILO(s)

The technology used is appropriate for the activity.

The activity was described in a way that students can understand the purpose.

The activity was supported by appropriate resources

You described an activity that supports development of the skills, knowledge and/or understandings in the ILO(s)

The technology used is appropriate for the activity.

Students will be able to understand the purpose of the activity.

You described appropriate resources for the activity

You described a learning or teaching activity.

2. Use evidence to justify how the learning activity represents good practice (50%)

You provided a comprehensive justification for your activity, using convincing evidence of its appropriateness for the content, and your context, students and/or discipline.


− insightful reflection on your teaching practices

− peer and/or student feedback, both formal and informal,

− reference to relevant general and discipline-specific teaching and learning literature.

Your explanation was succinct and compelling.

You justified your activity, using convincing evidence of its appropriateness for the content, and your context, students and/or discipline.


− thoughtful reflection on your teaching practices

− reference to relevant general and discipline-specific teaching and learning literature.

You used evidence to justify that the activity supports learning and is appropriate for your unit.


− reflection on your practice, and

− a range of teaching and learning literature.

You used evidence to justify that the activity supports learning and is appropriate for your unit.


− reflection on your practice, and

− teaching and learning literature (in addition to Biggs and Tang, 2011).


Evidence was cited.

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