Course Evidence Portfolio: Graduate Diploma of …...Course Evidence Portfolio: Graduate Diploma of Example This document provides an example of the course evidence portfolio, produced

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Course Evidence Portfolio: Graduate Diploma of Example

This document provides an example of the course evidence portfolio, produced at part of Stage 1 of the sandpits, which provides the basis in determining areas of strength and areas for enhancement, and an agreed plan of work.

Last updated 11 Oct 2012

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Where are we aiming, how will we get there, and how will we know when we are there?

Excellent teaching in higher education aims to make appropriate student learning possible and to enable employable graduates. Deakin aims to provide a ‘brilliant education where students are, to prepare graduates for the jobs of the future’ (LIVE the Future Agenda 2020). Achievement of these aspirations will be measured by key outputs such as course demand, student satisfaction, graduate destinations and so on. Deakin’s Course Dashboard provides a snapshot of outputs at the course level. To enhance courses for better outputs, it is essential to know the inputs that will effect excellent student learning. In a fully enhanced course:

1. Learning outcomes and standards are clearly articulated, intellectually challenging and appropriate to graduate destinations

2. Assessments, with timely feedback, include a variety of carefully designed authentic tasks and work-integrated challenges that enable students to demonstrate, improve and evidence achievement of graduate learning outcomes

3. Educators enthuse and inspire students through the provision of engaging, interactive and accessible learning experiences and resources in cloud and located contexts (see What is premium cloud and located learning?).

This Course Evidence Portfolio provides a snapshot of a course’s curriculum inputs in relation to:

1. OUTCOMES: How are Deakin’s Graduate Outcomes aligned with discipline or professional standards, contextualised and embedded in this course, and where and how often are they assessed and evidenced? How challenging are the unit learning outcomes, and are they all assessed?

2. ASSESSMENT: Is there a variety of appropriate assessment types? Is there an appropriate balance of individual versus group assessment, and the amount of assessment undertaken by the faculty, by industry, by students themselves and by their peers?

3. FEEDBACK: Does feedback include formative advice on how to improve, and is it provided in time to promote learning and improvement in the next assessment?

4. EMPLOYABILITY: How closely do assessment tasks resemble the sort of work the graduate will be doing in their intended professional field? How many take place in industry settings? Do assessment tasks enable evidence of student achievement that could be shared with prospective employers, and is the student prompted to reflect on and curate evidence of learning in a portfolio?

5. ENGAGEMENT: What types and variety of learning experiences and resources are offered? Do they encourage active learning?

6. ACCESSIBILITY: Can assessments, experiences and resources be accessed in the cloud and if so, are they Web 2.0 level (e.g. students can interact and create) or Web 1.0 (e.g. students can read, type and download)? When do we require students to be physically present, and why?

The information in this Course Evidence Portfolio is based on a mapping of units in a hypothetical course (Graduate Diploma of Example).


http://www.deakin.edu.au/learning-futures/about/index.php

http://www.deakin.edu.au/learning-futures/about/index.php



COURSE INFORMATION

COURSE INFORMATION (as for Course Approval Process)

Award title, code and abbreviation:

Offering Faculty:

• Course Rationale:

• Course Requirements:

• Student Workload Requirements:

• Articulation Pathways:

• External Advice/Accreditation:

• Future trends: Summarise the key challenges and opportunities likely to confront the discipline and/or the profession in the next decade.

Course structure

COMPULSORY UNITS

ELECTIVE UNITS

Y1S1

Y1S2

Y2S1

Y2S2

Y3S1

Y3S2




LEARNING OUTCOMES

1. How are Deakin’s Graduate Outcomes aligned with regulatory, discipline or professional standards, then contextualised and embedded in this course? Graduates of this course can evidence their achievement of these outcomes at the minimum standard:

Deakin Graduate Outcomes Alignment with regulatory, discipline or professional standards

Course Learning Outcomes Minimum standard of achievement

1 Knowledge in the discipline

2 Communication

3 Digital literacy

4 Critical thinking

5 Problem solving

6 Self-management

7 Teamwork

8 Global citizenship

WHAT DOES THIS MEAN? The course team develops a set of succinct course learning outcomes derived from Deakin’s new Graduate Outcomes, and mapping with any accreditation competencies and requirements. If possible, the team should also specify a minimum standard in each Outcome: for example, say what a minimum expectation is of graduates of the course in communication, critical thinking, and so on. These may be expressed in terms of the discipline of intended profession, and they should be in simple language easily understood by students, graduates, and the wider community.

HOW CAN WE IMPROVE THIS? Deakin Learning Futures is happy to assist the course team to create or refine the Course Outcomes, building on existing course documentation.

REFLECTIONS BY THE COURSE TEAM:

In relation to this question, what are the strengths to be maintained, and the areas and strategies for improvement?




LEARNING OUTCOMES

2. Where and how often are Deakin’s Graduate Outcomes assessed and evidenced?

WHAT DOES THIS MEAN? Based on a reading of unit outlines and guides, all assessment tasks are rated as to whether they assess the Deakin Graduate Outcomes. In many cases, the documentation may not be explicit about the assessment of these high level outcomes. They are also rated in relation to whether the student can use the assessment artefact as part of an evidence portfolio.

HOW CAN WE IMPROVE THIS? Reconsider assessment tasks to ensure that each Deakin Graduate Outcome is assessed at least once at the minimum standard. Strongly consider building into the course ongoing use of a portfolio of evidence of learning, starting from the first unit. The portfolio can also be used to reflect on and store evidence of achievement outside formal units.

Deakin Graduate Outcomes

Unit Code Title Assessment tasks % Type 1 2 3 4 5 6 7 Evidence Portfolio

1 VCF345 Example Studies 1 Mid sem test 35 Test/exam Yes No No No No No No No No

1 VCF345 Example Studies 2 Online quiz 55 Quiz/MCQ No No No No No No No No No

1 VCF345 Example Studies 3 Write a report 10 Reflection Yes No No Yes, mini standard Yes No No Yes Yes

2 BVF654 Basic Example Studies 1 Online quizzes 45 Quiz/MCQ No No No No No No No No Unclear

2 BVF654 Basic Example Studies 2 Final exam 55 Test/exam No No Yes, min standard No No No No Unclear Unclear

3 TYF654 Advanced example studies 1 Give a talk 30 Presentation No No Yes Yes No No No No No

3 TYF654 Advanced example studies 2 Write a lab report 70 Lab report No No Yes No No No No No No

4 TRE453 Introduction to example studies 1 Practice writing 10 Practice exercise No Yes No No Yes No No No No

4 TRE453 Introduction to example studies 2 Test 10 Test/exam No Yes No No No No No No No

4 TRE453 Introduction to example studies 3 Test 10 Test/exam Yes, min standard Yes No No No No No No No

4 TRE453 Introduction to example studies 4 Test 10 Test/exam No Yes No No No No No No Unclear

And so on…


In relation to this question what are the strengths to be maintained and the areas and strategies for improvement?




LEARNING OUTCOMES

3. How challenging are the unit learning outcomes and are they all assessed?

WHAT DOES THIS MEAN? Based on a reading of unit outlines and guides, unit outcomes are rated according to whether the main verb requires the students to complete a less challenging task (describing, understanding), a moderately challenging task (applying, analysing), or a more challenging task (evaluating, synthesising or creating).

HOW CAN WE IMPROVE THIS? Often, the unit requires students to engage in more challenging tasks, but this is not accurately reflected in the unit outline. It is recommended that the language in all unit learning outcomes is reviewed; see Appendix A for Quick tips on learning outcomes.

Name Credits Year Assessed in task Assessed? Level of challenge 1 Example Studies 1 1 this is an example unit learning outcome 1 YES Less challenging this is an example unit learning outcome 3 YES Less challenging this is an example unit learning outcome 2,3 YES Moderately this is an example unit learning outcome 3 YES More challenging 2 Basic Example Studies 1 1 This is a unit learning outcome 1 YES Less challenging This is a unit learning outcome 2 YES More challenging 3 Advanced example studies 1 1 This is a unit learning outcome 1 YES Less challenging This is a unit learning outcome 2 YES Moderately This is a unit learning outcome 0 NO Less challenging This is a unit learning outcome 0 NO Less challenging This is a unit learning outcome 0 NO Less challenging This is a unit learning outcome 0 NO Moderately This is a unit learning outcome 0 NO More challenging This is a unit learning outcome 0 NO More challenging 4 Introduction to example studies 1 1 This is a unit learning outcome 1 YES Less challenging This is a unit learning outcome 5 YES Less challenging 5 Introduction to Advanced Examples 1 2 Unit learning outcome 2 YES Less challenging And so on…






ASSESSMENT

4. Is there a variety of appropriate assessment types?

WHAT DOES THIS MEAN? Based on a reading of unit outlines and guides, all assessment tasks are rated according to the main types. The two pie charts show an overview of the course view: the second shows how much weighting is assigned overall to the main types. The table below shows all tasks, their types and the marks available. High stakes assessment (worth more than 50% is highlighted in red).

HOW CAN WE IMPROVE THIS? Consider whether the variety is appropriate, and what new types of assessment might add interest, be more appropriate. Look for patterns of high stakes assessment, as these will drive student behaviour.

TASK1 TASK2 TASK3 TASK4 TASK5 TASK6 TASK7

Unit Name Credit Yr TYPE % TYPE % TYPE % TYPE % TYPE % TYPE % TYPE %

1 Example Studies 1.0 1 Test/exam 35 Quiz/MCQ 55 Essay/report 10 0 0 0 0 0 0 0 0

2 Basic Example Studies 1.0 1 Quiz/MCQ 45 Test/exam 55 0 0 0 0 0 0 0 0 0 0

3 Advanced example studies 1.0 1 Presentation 30 Lab report 70 0 0 0 0 0 0 0 0 0 0

4 Introduction to example studies 1.0 1 Practice exercise 10 Test/exam 10 Test/exam 10 Test/exam 10 Presentation 10 Presentation 10 Test/exam 40

5 Introduction to Advanced Examples 1.0 2 Essay/report 30 Test/exam 70 0 0 0 0 0 0 0 0 0 0

6 Advanced practice 1.0 2 Practice exercise 80 Essay/report 20 0 0 0 0 0 0 0 0 0 0

7 Advanced extra practice 1.0 2 Test/exam 100 0 0 0 0 0 0 0 0 0 0 0 0

8 Capstone Unit 1.0 2 Essay/report 100 0 0 0 0 0 0 0 0 0 0 0 0






ASSESSMENT

5. What is the balance between individual and group assessment?

WHAT DOES THIS MEAN? Based on a reading of unit outlines and guides, all assessment tasks are rated according to whether students are required to work alone or in groups, or whether they have a choice. The two pie charts show an overview of the course view: the second shows how much weighting is assigned overall to the main types. The table below shows all tasks, the role of the students and the marks available. High stakes assessment (worth more than 50% is highlighted in red).

HOW CAN WE IMPROVE THIS? Consider whether there is too little or too much group work. Much group work is highly contentious, and it should not be assumed students automatically learn team work in group assessments.

TASK1 TASK2 TASK3 TASK4 TASK5

Unit Name Credits Year ROLE % ROLE % ROLE % ROLE % ROLE %

1 Example Studies 1.0 1 Individual 35 Individual 55 Individual 10 0 0 0 0

2 Basic Example Studies 1.0 1 Individual or group 45 Individual 55 0 0 0 0 0 0

3 Advanced example studies 1.0 1 Group 30 Group 70 0 0 0 0 0 0

4 Introduction to example studies 1.0 1 Individual 10 Individual 10 Individual 10 Individual 10 Individual 10

5 Introduction to Advanced Examples 1.0 2 Individual 30 Individual 70 0 0 0 0 0 0

6 Advanced practice 1.0 2 Individual 80 Group 20 0 0 0 0 0 0

7 Advanced extra practice 1.0 2 Individual 100 0 0 0 0 0 0 0 0

8 Capstone Unit 1.0 2 Group 100 0 0 0 0 0 0 0 0






ASSESSMENT

6. What is the balance between assessment by the faculty, industry, self and peer?

WHAT DOES THIS MEAN? Based on a reading of unit outlines and guides, all assessment tasks are rated according to who does the assessing. The two pie charts show an overview of the course view: the second shows how much weighting is assigned overall to the main assessor. The table below shows all tasks, the role of the students and the marks available. High stakes assessment (worth more than 50% is highlighted in red).

HOW CAN WE IMPROVE THIS? Consider whether there is too little or too much self and peer assessment, and whether industry assessors might be encouraged to assess students. The analysis here does not capture the industry experience of faculty staff.

TASK1 TASK2 TASK3 TASK4 TASK5 Unit Name Credits Year ASSESSOR % ASSESSOR % ASSESSOR % ASSESSOR % ASSESSOR %

1 Example Studies 1.0 1 Peer 35 Peer 55 Peer 10 0 0 0 0

2 Basic Example Studies 1.0 1 Self 45 Faculty 55 0 0 0 0 0 0

3 Advanced example studies 1.0 1 Faculty 30 Faculty 70 0 0 0 0 0 0

4 Introduction to example studies 1.0 1 Faculty 10 Faculty 10 Faculty 10 Faculty 10 Faculty 10

5 Introduction to Advanced Examples 1.0 2 Faculty 30 Faculty 70 0 0 0 0 0 0

6 Advanced practice 1.0 2 WIL supervisor 80 Self 20 0 0 0 0 0 0

7 Advanced extra practice 1.0 2 Faculty 100 0 0 0 0 0 0 0 0

8 Capstone Unit 1.0 2 Peer 100 0 0 0 0 0 0 0 0






ASSESSMENT

7. Is feedback provided in time to assist students to improve in the next assessment, and does feedback include advice on how to improve?

WHAT DOES THIS MEAN? The table attempts to show whether students receive timely feedback, including formative feedback, and whether assessment tasks build on each other so that students have the opportunity to improve.

HOW CAN WE IMPROVE THIS? It is highly recommended that students receive feedback on a first assessment task within the first few weeks of the study period, and that the feedback is formative as well as summative, providing students with an opportunity to improve.

ROLE FEEDBACK

Unit Code Title Task Due % Type Student Assessor Feedback Timely

1 VCF345 Example Studies 1 Mid semester test 4 35 Test/exam Individual Peer No Yes

1 VCF345 Example Studies 2 Online quiz 6 55 Quiz/MCQ Individual Peer No No

1 VCF345 Example Studies 3 Write a report 9 10 Reflection Individual Peer No Unclear

2 BVF654 Basic Example Studies 1 Online quizzes 3 45 Quiz/MCQ Individual or group Self No Unclear

2 BVF654 Basic Example Studies 2 Final exam 10 55 Test/exam Individual Faculty Unclear No

3 TYF654 Advanced example studies 1 Give a talk 8 30 Presentation Group Faculty No No

3 TYF654 Advanced example studies 2 Write a lab report 10 70 Lab report Group Faculty No No

4 TRE453 Introduction to example studies 1 Practice writing 1 10 Practice exercise Individual Faculty Unclear No

4 TRE453 Introduction to example studies 2 Test 3 10 Test/exam Individual Faculty No No



4 TRE453 Introduction to example studies 5 Performance 9 10 Presentation Individual Faculty No No

4 TRE453 Introduction to example studies 6 Recital 9 10 Presentation Individual Faculty No No

4 TRE453 Introduction to example studies 7 Exam 10 40 Test/exam Individual Faculty No No

5 FDR435 Introduction to Advanced Examples 1 Essay 5 30 Essay/report Individual Faculty Yes Yes

5 FDR435 Introduction to Advanced Examples 2 Exam 10 70 Test/exam Individual Faculty Yes Yes

6 RDE432 Advanced practice 1 Simulation 8 80 Practice exercise Individual WIL supervisor Unclear Unclear

6 RDE432 Advanced practice 2 Report 10 20 Essay/report Group Self Unclear Unclear

7 HBG654 Advanced extra practice 1 exam 10 100 Test/exam Individual Faculty Yes Yes

8 HYT543 Capstone Unit 1 essay 10 100 Essay/report Group Peer No No






13 1 2

1 1

2

Assessment tasks: Work-integrated learning

EMPLOYABILITY

8. How closely do assessment tasks resemble the sort of work the graduate will be doing in an intended professional field? How much assessment takes place in industry and professional settings?

WHAT DOES THIS MEAN? The diagram attempts to show all assessment tasks plotted against two key aspects of work-integrated-learning:

1. authentic assessment tasks requiring students to work on ill-defined problems closely associated with professional contexts and

2. learning experiences that occur in a real or simulated workplaces and professional contexts. Ideally, students could have at least one assessment task in the top right quadrant of the chart, or at least one in the top left quadrant.

HOW CAN WE IMPROVE THIS? Work-integrated learning does not necessarily mean a work placement: it can be threaded through a course via a range of assessments, including simulations, role plays, scenario-based assessment and so on. Consider building scenarios into more traditional assessment forms, requiring students to create solutions to ill-defined professional challenges.






EMPLOYABILITY

9. Do assessment tasks enable evidence for employability?

WHAT DOES THIS MEAN? This shows which assessment tasks are likely to generate an artefact upon which the student can reflect and then use as evidence of learning in, or when preparing for, an employment interview.

HOW CAN WE IMPROVE THIS? Consider new types of assessment that enable compelling evidence for employability. Consider allocating marks for reflection on learning. Course teams can consider using an ePortfolio tool to facilitate this aspect of the learning experience.

TASK1 TASK2 TASK3 TASK4 TASK5 TASK6 TASK7 Unit Name Credits Year Employability % Employability % Employability % Employability % Employability % Employability % Employability %

1 Example Studies 1.0 1 No 35 No 55 Yes 10 0 0 0 0 0 0 0 0

2 Basic Example Studies 1.0 1 No 45 Unclear 55 0 0 0 0 0 0 0 0 0 0

3 Advanced example studies 1.0 1 No 30 No 70 0 0 0 0 0 0 0 0 0 0

4 Introduction to example studies 1.0 1 No 10 No 10 No 10 No 10 No 10 No 10 No 40

5 Introduction to Advanced Examples 1.0 2 Yes 30 Unclear 70 0 0 0 0 0 0 0 0 0 0

6 Advanced practice 1.0 2 Yes 80 Yes 20 0 0 0 0 0 0 0 0 0 0

7 Advanced extra practice 1.0 2 Unclear 100 0 0 0 0 0 0 0 0 0 0 0 0

8 Capstone Unit 1.0 2 Yes 100 0 0 0 0 0 0 0 0 0 0 0 0






ENGAGEMENT

10. What type of experiences and resources are offered, and do they encourage active learning?

WHAT DOES THIS MEAN? This question attempts to capture the range and variety of learning experiences and resources across the course, and how students are generally expected to interact with them. The bar chart, in particular, draws attention to the focus of student activity.

HOW CAN WE IMPROVE THIS? For active and engaging learning, the higher bars should appear on the right of the chart, reflecting that experiences and resources require students to personalise or act on information. Consider ensuring that students are using experiences and resources to apply their learning, and to create new knowledge.

Unit Name Yr What types of experiences? How engaging are experiences? What types of resources? How engaging are those resources? 1 Example Studies 1 Lecture Tutorial 0 Acquire Apply 0 Textbook Lab manual Acquire Apply 2 Basic Example Studies 1 Lecture Studio 0 Acquire Personalise 0 Textbook Simulation Acquire Apply 3 Advanced example studies 1 Lecture Workshop Tutorial Acquire Personalise Apply Study guide Wiki Acquire Act 4 Introduction to example studies 1 Lecture Laboratory 0 Acquire Apply 0 Textbook 0 Acquire 0 5 Introduction to Advanced Examples 2 Lecture Tutorial 0 Acquire Apply 0 Textbook 0 Apply 0 6 Advanced practice 2 Lecture Workshop 0 Acquire Act 0 Simulation 0 Act 0 7 Advanced extra practice 2 Laboratory 0 0 Act 0 0 Website 0 Apply 0 8 Capstone Unit 2 Individual Study 0 0 Act 0 0 Study guide 0 Acquire 0






CLOUD AND LOCATED

11. Can assessments, experiences and resources be accessed in the cloud and if so, are they Web 2.0 (e.g. students can interact and create) or Web 1.0 (e.g. students can read, type and download)? When do we require students to be physically present, and why?

WHAT DOES THIS MEAN? The table below also shows what is available in the cloud, and at what level (Web 2.0, where students are required to interact and engage, or Web 1.0 (where students predominantly read, type and download). The red lines show the times that students must be physically present, or must submit a physical assessment.

HOW CAN WE IMPROVE THIS? Consider whether this balance of cloud and located is appropriate.

CLOUD AND LOCATED

ASSIGNMENT SUBMISSION ASSESSMENT EXPERIENCES RESOURCES

Unit Name Year 1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6

1 Example Studies 1 Lecture Tutorial 0 Textbook Lab manual

2 Basic Example Studies 1 Lecture Studio 0 Textbook Simulation

3 Advanced example studies 1 Lecture Workshop Tutorial Study guide Wiki

4 Introduction to example studies 1 Lecture Laboratory 0 Textbook 0

5 Introd to Advanced Examples 2 Lecture Tutorial 0 Textbook 0

6 Advanced practice 2 Lecture Workshop 0 Simulation 0

7 Advanced extra practice 2 Laboratory 0 0 Website 0

8 Capstone Unit 2 Individual Study 0 0 Study guide 0






COURSE EFFECTIVENESS

Deakin’s Course Dashboard provides a summary of high-level indicators about course demand, retention and completion, student satisfaction, graduate destinations and employment outcomes. Additional information may be needed to determine the perspectives of key stakeholders including the course director and course team, recent graduates, employers and professional accrediting bodies, if and as appropriate; future trends in the discipline and/or profession. Further analysis of quantitative and qualitative items may reveal student and graduate perspectives on strengths to be maintained and areas for enhancement related to:

1. OUTCOMES: Do Deakin graduates meet regulatory, discipline or professional standards, and how do we know? How do students and graduates currently evidence their achievements? Do their comments about outcomes and assessments indicate any areas for attention?

2. ASSESSMENT: What do students tell us about assessment? Is there a variety of appropriate assessment, notably, the types of assessment tasks, the balance of individual versus group assessment, and the amount of assessment undertaken by the faculty, by industry, by students and by their peers?

3. FEEDBACK: What do student say about the timeliness and helpfulness of feedback?

4. EMPLOYABILITY: What can we glean from the Graduate Destination Survey about new graduates’ employability? What do graduates say about the effectiveness of the course assessments for their performance in professional contexts?

5. ENGAGEMENT: What do students say about the learning experiences and resources?

6. ACCESSIBILITY: What do students say about assessments, experiences and resources accessed in the cloud? Do they have the skills and connectivity to use Web 2.0 and Web 1.0 resources and experiences? What do students say about the value of cloud and located experiences?


Documents

Course Evidence Portfolio: Graduate Diploma of …...Course Evidence Portfolio: Graduate Diploma of Example This document provides an example of the course evidence portfolio, produced