010043 Course Design and Assessment
Warning: The information on this page is indicative. The subject outline for a particular semester, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
UTS: General: Arts and Social SciencesCredit points: 6 cp
Result type: Pass fail, no marks
Handbook description
This subject aims to develop university teachers' ability to design courses and subjects that provide an environment for meaningful student learning in higher education. The subject looks at the context within which subjects and courses are developed and how course design policies shape the development of course goals and subject objectives. Participants in the subject develop an understanding of the principles of constructive alignment (Biggs, 2003) as a method for achieving consistency between objectives assessment and teaching and learning activities. Participants relate the features of effective assessment to their own subject design, with attention to issues of equity, validity, the involvement of students in assessment choices, marking efficiencies, and the provision of effective feedback on student work. This subject enables university teachers to explore a range of methods for improving courses and subjects in order to ensure an effective learning environment for students.
Subject objectives/outcomes
At the completion of this subject, students are expected to be able to:
- describe the principles used in designing courses and subjects with a particular focus on student learning
- analyse the design or redesign of subject or course components in ways that enable students to develop relevant graduate attributes
- explain the relationship between assessment, learning objectives and student learning in higher education
- discriminate between assessment for feedback and assessment for grading or certification, and relate how this informs the design of assessment activities
- evaluate subjects and make suggestions for improvements consistent with the findings from evaluation.
Contribution to course aims and graduate attributes
This subject makes a major contribution to the students capacity to:
- an understanding of different ways of thinking about university teaching, and the consequences for student learning, to enable them to make informed decisions about their approaches to teaching, subject design and assessment in a variety of contexts and with a diversity of students (relates to professional and intellectual attributes)
- an ability to reflect critically on and evaluate their own teaching and subjects and make changes aimed at improving their students' learning (relates to professional and intellectual attributes).
Teaching and learning strategies
Learning in the course involves you in reflecting on your practice and your teaching and learning context. Your reflections will be informed by perspectives drawn from the literature on teaching and learning, conversations with peers and students, and from personal experiences. Specific learning experiences involve a combination of interactive face-to-face workshops, online activities and discussion and independent reading.
Content
The principal topics covered in this subject are:
- choosing appropriate graduate attributes, course goals and subject objectives
- aligning teaching and learning activities and outcomes through course and subject design
- understanding assessment principles, criteria and standards
- enhancing student learning with constructive feedback
- evaluating courses and subjects.
Assessment
Assessment Item 1: Subject Outline Analysis
| Objective(s): | a), b), c), d) |
| Weighting: | 20% |
| Length: | 300 words + 300 words |
| Criteria: |
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Assessment Item 2: Subject Evaluation Plan
| Objective(s): | a), e) |
| Weighting: | 20% |
| Criteria: |
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Assessment Item 3: Course Design Reflection
| Objective(s): | a), b), c), d) e) |
| Weighting: | 60% |
| Length: | 3000 words |
| Criteria: |
|
Minimum requirements
Participants in this subject are required to participate in 24 hours of concurrent teaching in higher education. Participants will provide evidence of participation in educational design activities and reflections related to course design and assessment issues. Participants who do not provide evidence of participation in work experience will not have their assignments assessed.
Required texts
Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University. Buckingham: SRHE and Open University Press. 3rd edition
Ramsden, P. (2003), Learning to Teach in Higher Education. London: Routledge. 2nd edition. Chapters 8-11.
References
Barrie, S. (2007) A conceptual framework for the teaching and learning of generic graduate attributes. Studies in Higher Education 32(4)
Barrie, S., Hughes, C. & Smith, C. (2009) The National GAP: Key issues to consider in the renewal of teaching and learning experiences to foster Graduate Attributes : available http://www.itl.usyd.edu.au/projects/nationalgap/resources/discussionpapers.htm
Boud, D. & Falchikov, N. (eds.) (2007) Rethinking Assessment in Higher Education: Learning for the Longer Term London: Routledge
Cross, K. & Angelo, T (1988) Classroom Assessment Techniques: A Handbook for Faculty NCRIPTL Ann Arbor
Falchikov, N. (2005) Improving Assessment Through Student Involvement. RoutledgeFalmer Gibbs, G. (1992) Improving the quality of student learning. Bristol: Technical and Educational Services Ltd.
Knight, P. & Yorke, M. (2003) Assessment, Learning and Employability. Buckingham: SRHE Open University Press
Leathwood, C (2005) Assessment policy and practice in higher education: purpose, standards and equity Assessment & Evaluation in Higher Education Vol 30, No 3
Moon, J. (2002) The Module & Programme Development Handbook: a practical resource for linking levels, learning outcomes & assessment London: Kogan Page
Rodrigues, et al. (2007) The Usefullness of a Science Degree: The “lost voices” of science trained professionals. International Journal of Science Education 29(11)
Rust, C., Price, M., & O’Donovan, B. (2003) Improving students' learning by developing their understanding of assessment criteria and processes. Assessment and Evaluation in Higher Education Vol. 28, No. 2
Sadler, D. R. (2005) Interpretations of criteria-based assessment and grading in higher education Assessment & Evaluation in Higher Education Vol. 30, No. 25
Sadler, D. R. (2010) Beyond feedback: developing student capability in complex appraisal Assessment & Evaluation in Higher Education Vol. 35, No. 5 Stobart, G (2005) Fairness in multicultural assessment systems. Assessment in Education Vol 12, No 3
Toohey, S. (1999) Designing Courses for Higher Education. Buckingham: SRHE Open University Press
