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.
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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.
The Faculty of Science and Engineering held an ‘Assessment Ideas’ session on 27 April, attended by over a dozen people from across the faculty. Attendees shared their practices and challenges…
Andrea Chareunsy, convenor of ECON381 (Current issues in Economics) and winner of the Faculty of Business and Economics Dean’s Awards for Curriculum Innovation joins us in Episode 3 of the 4 part series. Previous posts on Program Leadership: Lawrence Ang and Curriculum Innovation: Steve Erichsen can be found here too.
The grades vs. marks battle is a hot topic. Some unit convenors only release grades (e.g. Credit), as they find it challenging to assign a numeric mark (why 67, and not 68 for example?). Others opt for releasing marks. But what does the new Assessment policy require? Continue reading What should I release to students: grades or marks?