As we approach Session 2, you may be rethinking your assessments and their moderation in accordance with Macquarie’s policy, especially if you work with teaching and marking teams.
Two weeks ago the Higher Education Research and Development Society of Australasia hosted HERDSA2017, a key conference on research and development in higher education. This year’s theme was “Curriculum Transformation” with presentations organised around practical implications, drivers and facilitators in curriculum transformation. A few colleagues from Macquarie and I enjoyed stimulating, eye opening and thought-provoking conversations.
Here is what I learned based on selected presentations I attended:
On the 4th of July, I was fortunate to attend a seminar at AGSM by Chris Rust, Emeritus Professor of Higher Education, Oxford Brookes University, UK. As Macquarie University is currently engaged in program review, the topic Redesigning course assessment was timely. Over the course of three hours, Chris shared his thoughts and insights into improving programs and unit assessments. I summarise some of the key points and ideas that intrigued me and may interest you.
Macquarie University expects its teaching staff and students to be well familiar with its assessment policy. Here are 7 points of the policy you need to know, follow and communicate to your students.
Want some tips for writing snappy, effective comments in Turnitin/Grademark? Super! Turnitin are running a webinar on the 19th October, 8am. Read on for more info and registration link.
We’ve often heard that assessments and feedback can help drive learning. As convenors, you go to great lengths to develop assessments and provide feedback that supports learning. However, are you optimising the impact of assessments and feedback on student learning?
One of the changes introduced by Macquarie’s new Assessment Policy is assigning at least 50% of groupwork for individual contributions. In other words, students who do groupwork need to get different marks.
This change is motivated by research that shows that giving students the same mark for groupwork considerably increases freeloading.
Macquarie undergraduate student Aprill Miles took to the podium to deliver a keynote at the German Undergraduate Research Conference last month. For Aprill, the experience of working on her own research project has been truly transformational. It also opened her eyes on why many students rarely go ‘outside of the box’ in their university assignments. Continue reading University assignments: why students rarely go ‘outside of the box’
Groupwork is tricky.
On the one hand, literature suggests that groupwork can be very valuable for students. It provides opportunities for deep learning, social support and practicing collaboration. On the other hand, you probably know someone for whom groupwork was potentially ‘the worst’ learning experience at university.
This contradiction made me wonder: why is it that the wonderful promise of ‘enriching collaboration’ just does not happen for many students?
So I decided to look at the current literature, and here are some key points that I thought you may find interesting. Continue reading 5 facts about groupwork that everyone needs to know
With Macquarie’s new Assessment Policy in place, attention is now turning to reviewing current assessment tasks in units. There are many posts on Teche on the new assessment policy, assessment ideas in the Science Faculty, and the new hurdle requirements. In this post, we will look at some examples of good assessment practice in the Faculty of Arts.