Template To Review or Design Units

Steps to Developing/Reviewing a Unit of Study
To insure the process of developing assessments is efficient, productive and enjoyable it is important
to follow a well defined process and essential to keep central records of each meeting. This
suggested sequence of steps which can be adopted as part of an ongoing cycle of reflection.
This document includes templates to make the review easier and which allow you to clearly map
learning objectives with assessments, graduate attributes and learning materials. We suggest you
have the template available electronically at meeting so it can be projected for the team to view and
updated as you go.
This review should be completed with the input of a team of 3- with e!pertise and e!perience led
by the unit coordinator. The development team will need to meet regularly "weekly or fortnightly#
for $-3 hours to achieve each of the following steps through discussion and consensus. These
requirements and stages are detailed within this document.
The following demonstrates the cycle and stages of unit review%development&
Nicola Rolls for LearnLink - updated Nov 2009
1
8. Complete
unit info to
refect
changes
9. Build and
revise learning
tools and
materials
1.
Refection
of current
unit
delivery
3. Review
Learning
Objectives
against course
learning
objectives
6. Review current
learning activities/
tools against
assessment
& learning
outcomes
7. Revise
learning
activities
2. Chec C!R"
course document
5. Review/rewrite
assessment details
against best
practice principles
1. Refection
of current
unit delivery
4. Review
assessment
against unit
learning
objectives

Steps to developing/reviewing your unit:
a% 'stablish development team including: the unit coordinator " who facilitates review
project#, additional content e!pert "from teaching team#, learnline technical e!pert, teaching and
learning facilitator, quality officer, scribe and a discipline representative as an out of session
participant.
b% 'stablish roles, risk management, timeline and meeting schedules with reference
to overall project milestones. (efore beginning the review process outlined below, at the
first meeting the coordinator should clarify goals, discuss and record roles and e!pectations and
the team should agree on a schedule for meetings.
c% Work through the following unit review steps.
)t this point the group will be ready to start formulate the design using the templates provided in
this document. These steps itemise each component of the unit*s design and thus guide the team
towards the requirements for a comprehensive unit review while at the same time compiling
information that needs to be inserted into the Unit Info Guide for students. These steps include&
1. Reflection of unit delivery for Semester 1& (rainstorm and share staff and students*
e!perience of the unit in semester one and categorise the issues arising under headings
which reflect the review process "learning outcomes, assessment, learning methodology,
print%online learning materials, student support strategies#. 'stablish which of these require
immediate, short term and long term attention.
2. Read through and familiarise yourself with the CARP A Course document,
particularly the items +. learning outcomes and $,. approaches to learning.
!. Review unit learning outcomes with reference to course learning outcomes
". Review /consider appropriate assessment for meeting these o#$ectives and to meet
guidelines for good assessment: formative, authentic, relevant.
%. Review/rewrite assessment details for students info& weighting, word count, task,
presentation, criteria
&. Consider current learning activities and tools' whether they augment achieve each
learning outcome and assessment tas( according to guidelines for e)periential
learning.
*. +hin( a#out what learning activities will help your students #uild their s(ills and
(nowledge to produce the assessment tas(s and achieve learning outcomes
,. Complete -nit information sections for learning outcomes, learning approach,
assessment summary and details, study plan
d% 'stablish system and timeline for evaluation and continuous improvement
2
a/ Establish development team
Unit development for:
Project Team
Project Manager
Coordinator
Content Expert
ec!nical" learnline expertise
#ualit$ %acilitator
L&LL'
Reference (roup Me)*ers
b/ Establish roles! ris" management! timeline and meeting schedules
Timeline #add year$ review
Date Project %ilestone &otes
&nitiate groups
'tep +, Reflection of unit deliver$ for 'e)ester -
Essential adjust)ents for 'e) - deliver$ .
/&"Learning Materials"Learnline
3
'tep 2, Revie0 unit learning outco)es 0it!
reference to course learning outco)es
'tep 1, Revie0 assess)ent for )eeting t!ese
o*jectives and to )eet guidelines for good
assess)ent, for)ative2 aut!entic3
'tep 4, Revie0 assess)ent details for students
info, 0eig!ting2 0ord count2 task2 presentation2
criteria
'tep 5, Consider current learning activities and
tools2 0!et!er t!e$ aug)ent"ac!ieve eac! learning
outco)e and assess)ent task according to
guidelines for aut!entic2 project *ased learning
principles.
'tep 6, !ink a*out 0!at learning activities 0ill !elp
students *uild t!eir skills and kno0ledge to produce
t!e assess)ent tasks and ac!ieve learning
outco)es
%inalise /nit infor)ation for 'e)ester 33333333
%inalise learning )aterials " online learning tools
Ris" %anagement
Ris" %ediation Strategy
'c!edule 'lippage e3g3 7nline learning )aterials can *e *uilt as 0e go
t!roug! t!e se)ester as a last resort
C!anges in ea)
)e)*ers availa*ilit$
e3g3 Provide option for conference p!one and or
e)ail participation in process
Pro*le)s 0it! tea)
participation"attendance
e3g3 %ind alternative rep fro) disciplines
ec!nical Pro*le)s e3g3 Ensure alternative learning tools are availa*le2
)ini)ise i)pact to students2 e)plo$ expertise in
7LCE and &M' 0!ere necessar$3
c" 8ork t!roug! t!e follo0ing unit revie0 steps3
Step 1. Reflection on unit delivery for Semester ne ! Brainstorm and share staff and students experience of the
unit in semester one and categorise the issues arising under the headings in the table below which reflect each stage
in review process and can thus be incorporated in to your planning for the review of your unit. Establish which of
these require immediate, short term and long term attention.
4
Revie" c#te$ories %ssues &imin$ for response
%mmedi#te S'ort!term (on$ term
(e#rnin$ outcomes
)ssessment
(e#rnin$ met'odolo$y
(e#rnin$ m#teri#ls
(e#rnline*%+&
Student support
5
Step 2. Review unit le#rnin$ outcomes with reference to course le#rnin$ outcomes usin$ t'e templ#te
provided over t'e p#$e.
Your assessment choices and learning methodologies will be driven by the learning outcomes of the unit
so its important to check these first against the course learning outcomes and the learning outcomes of
the partner unit in the other TEP stage. You may also wish to review the wording to make it more
meaningful to students and more descriptive. If you need to review your learning outcomes UQ have a
useful guide for writing learning objectives provided in )ttachment )
3#. ,irst m#p your e-istin$ unit le#rnin$ outcomes "it' your course le#rnin$ outcomes
Unit (e#rnin$ outcomes: Successful completion of this unit should enable students
to:
1
!
"
#
$
%
&
6
' tic( ).* in a cell means the +., is relevant to the course level criterion, and a double tic( )..* means it is very
relevant.
+U /ro$r#m (e#rnin$ utcomes Unit le#rnin$ utcomes
)t t'e completion of t'is course students "ill 0e #0le to
demonstr#te:
1 2 3 4 5 6 7 8
1
2.
3
30. 1o" consider your unit le#rnin$ outcomes #$#inst t'e le#rnin$ outcomes of t'e p#rtner unit .
Unit learning outcomes for
-uccessful completion of this unit should enable students to&
Unit learning
outcomes for
Partner unit
$
.
3
,
/
0
3c 2ou s'ould no" 0e re#dy to revie" your unit le#rnin$ outcomes
Unit (e#rnin$ outcomes: Successful completion of this unit should enable students
to:
1
!
"
#
$
7
%
&
4. Revie" #ppropri#te #ssessment for meetin$ t'ese o03ectives #nd to meet $uidelines for $ood
#ssessment:
Think about ways to assess whether students have achieved these learning objectives taking in to
consideration current thinking on effective assessment which includes an emphasis on formative assessment,
criterion based assessment and assessment that is authentic, relevant and meaningful. The following table
will help you cover all the necessary considerations for good assessment. -ee the 12-' 1ore 3rinciples of
'ffective )ssessment .
8
)ssessment t#s4 5ue d#te 6ei$'tin$ 6'y t'is t#s4 7 "'#t le#rnin$
outcome does it #ssess8
1#ture of pl#nned feed0#c4
10 -nformal . ongoing feedbac( is
provided in class / via email and
discussion forums to scaffold students
preparation of assignments in class.
1.
2.
3.
Unit (e#rnin$ outcomes: Successful completion of this unit should enable students to:
1
!
"
#
$
%
&
9
5. Revie"*re"rite #ssessment det#ils 9#s per t#0le 0elo": to include in unit inform#tion $uide0 -nclude
weighting, word count, tas(, presentation, criteria. )1ote criteri# needs to be detailed so that students are
informed up front exactly what points they will be mar(ed on. 2ou may also li(e include a standards table . two
examples of layout for criteria with one that includes a standards table is provided at the end of attachment 3*
'ssignment ( )nsert assessment title
Due date Monday, Week xx
*ength words
+alue ,
Tas" 7utline t!e task and criteria !ere
Preparation
Presentation
'ssessment
criteria
1; /le#se see )tt#c'ment 5 9 p. 27: for #ssessment det#ils 2<1<
6. +onsider current le#rnin$ #ctivities #nd tools= whether they augment achieve each learning
outcome and assessment tas( according to guidelines for experiential learning.
6#. Ensure everyone is familiar with flexible learning principles and guidelines for experiential
learning before reviewing whether your current learning outcomes meet these principles. 'ttachement
4 provides a summary of suggested approaches to designing learning activities for authentic,
experiential learning approaches.
60. +'ec4 #ppropri#teness of le#rnin$ #ctivities 0y m#ppin$ t'em to le#rnin$ outcomes #nd #ssessment t#s4s
using the table over the page to determine whether the learning activities augment the assessment tas(s and unit
learning outcomes fill out the following table and ad5ust learning activities if necessary.
10
60 cont. >#ppin$ le#rnin$ outcomes to le#rnin$ t#s4s #nd #ssessment
)li$nment of unit le#rnin$ outcomes to le#rnin$ #ctivities #nd #ssessment
6nit +earning ,utcomes +earning 'ctivities/7opics 'ssessment +ist formative
and summative assessments
'4)536'&
7ntegrate key
environmental, technical,
economic and cultural
considerations in the
creation of a sustainable
design for resource poor
conte!ts.
6ecture& The design overview 1. Research report:
a. annotated
references

11
7. &'in4 #0out "'#t le#rnin$ #ctivities "ill 'elp your students 0uild t'eir s4ills #nd 4no"led$e to produce t'e
#ssessment t#s4s #nd #c'ieve le#rnin$ outcomes. 3onsider learning activities, wee( by wee( under topics, which conform
to best practice experiential learning models. 7hese activities should be the same for both external and internal although they
may be completing in a different forum or mode. +earning activities may include lectures on certain topics, group activities,
individual exercises or commentary, online activities, reading tas(s, field trips, guest lecturers, research activities, peer
assessment tas(s etc . NB Use template below which can be inserted in your Unit Info Guide
6ee4ly Study /l#n
5UR)&%1 &/%+S (?)R1%1@ )+&%A%&%?S
)+&%A%&%?S &U&R%)( B S?(, 5%R?+&?5 R?)5%1@S )SS?SS>?1&S
8ee( 1 7itle 3haplin0
3hp 1, pp.
Readings 1."
8ee( 7itle 3haplin0
3hp
Readings #.$
'ssignment 1
4ue date0 9on, 8( x
8ee( ! 7itle 'ssignment
4ue date0 9on, 8( x
8ee( " 7itle
8ee( # 7itle 'ssignment !
4ue date0 9on, 8( x
8ee( $ 7itle
8ee( %
8ee( &
8ee( :
8ee( 1;
8ee( 11
8ee(1
12
13

8. +omplete Unit inform#tion
-nsert sections completed above into relevant points in the 6nit -nformation s for learning outcomes, learning
approach, assessment summary and details, study plan. Edit the remainder of 7+<= to customise for your
particular course since some standardised information varies from course to course e.g. submission details,
exams etc.
5* ?st#0lis' timeline #nd te#ms to 0uild*revie" le#rnin$ m#teri#ls
-nevitably, despite best intentions and effort you will need to review and ad5ust your design for the unit and assessment as you
gather feedbac( from the teaching staff and students and observe how the concept translate to practice.
2ou should do this at the end of each semester as an ad5unct to reviewing the unit information boo(let for each semester.
' thorough review should be done at the end of each year utilising >E+7 data, discussions with the teaching team, focus groups
and discussions with the unit writing teams.
'ttachments
15
'ttachment '
#from http//www-tedi-u.-edu-au/teaching/assessment/learning/oals-html$
Developing course learning goals and graduate attributes
Definition
The learning goals for a course are statements of what students should be able to do on
successfully completing the course.
0riting learning goals for a course
6earning goals set out in more detail what it will mean for students to have achieved the
course8s purpose.
9or a typical university course about five to ten goals should suffice. 7f there are fewer goals
then they may become too vague or too general to be of use either to students in guiding their
learning or to you in assessing students8 work. 7f there are many more goals then they tend to
become too detailed for students to be able to see the pattern behind them.
1ey points to remember when writing learning goals
Eac! goal s!ould *e concise2 and it s!ould *e possi*le to o*serve t!e results of ac!ieving it3
Eac! goal s!ould *e expressed as so)et!ing t!e student )ig!t ac!ieve - not as 0!at t!e
teacher 0ill do3
!e ver* is crucial in stating a learning goal3 9er*s suc! as :understand:2 :realise: and :*e
a0are of: s!ould *e avoided since t!e$ descri*e *e!aviour 0!ic! is not o*serva*le3 9ague or
a)*iguous ver*s suc! as :kno0: s!ould also *e avoided3 %or :kno0: $ou )ig!t su*stitute
:define:2 :list:2 :appl$:2 :extrapolate fro): or ot!er )ore precise 0ords3 %or t!e :uno*serva*le:
0ords tr$ using ver*s t!at s!o0 !o0 t!e understanding ;for exa)ple< 0ould affect t!e
student:s *e!aviour3
Try to keep to one learning goal per statement. This makes for clearer statements. If
there is only one goal in a statement then probably the goal will be stated in a single
sentence using a single verb. Sometimes two or three goals will link logically into a
single statement. In this case the touchstone is clarity. The goal must be intelligible to
students of the course on the first reading.
Ta2onomies
:ften it is felt that lists of the kinds of goals that are possible - ta!onomies - are helpful in
writing objectives for a course. Ta!onomies generally provide more than classification
schemes for goals; they also give e!amples of each kind of goal. Two methods of classifying
and of generating course learning goals or goals at a more detailed level.
(loom8s Ta!onomy of 'ducational :bjectives had its origins in the objective testing
movement of the $+,<s and is still a very useful way of looking at writing measurable
educational learning goals.
16
(loom8s Ta!onomy defines si! different levels of thinking. The levels build in increasing
order of difficulty from basic, rote memori=ation to higher "more difficult and sophisticated#
levels of critical thinking skills.
Critical +hin(ing Activity
.arranged lowest to highest/
Relevant Sample
0er#s
Sample
Assignments
Sample Sources
or Activities
1. Remem#ering >etrieving,
recogni=ing, and recalling
relevant knowledge from
long-term memory, eg. find
out, learn terms, facts,
methods, procedures,
concepts
)cquire, ?efine,
?istinguish, ?raw,
9ind, 6abel, 6ist,
5atch, >ead, >ecord
$. ?efine each of
these terms&
encomienda,
conquistador,
gaucho .. What
was the Amistad@
Written records,
films, videos,
models, events,
media, diagrams,
books.
2. -nderstanding
1onstructing meaning from
oral, written, and graphic
messages through
interpreting, e!emplifying,
classifying, summari=ing,
inferring, comparing, and
e!plaining. Anderstand uses
and implications of terms,
facts, methods, procedures,
concepts
1ompare,
?emonstrate,
?ifferentiate, 9ill in,
9ind, Broup,
:utline, 3redict,
>epresent, Trace
$. 1ompare an
invertebrate with a
vertebrate. .. Ase a
set of symbols and
graphics to draw
the water cycle.
Trends,
consequences,
tables, cartoons
!. Applying 1arrying out or
using a procedure through
e!ecuting, or implementing.
5ake use of, apply practice
theory, solve problems, use
information in new situations
1onvert,
?emonstrate,
?ifferentiate
between, ?iscover,
?iscuss, '!amine,
'!periment, 3repare,
3roduce, >ecord
$. 1onvert the
following into a
real-world
problem& velocity C
dist.%time. ..
'!periment with
batteries and bulbs
to create circuits.
1ollection of
items, diary,
photographs,
sculpture,
illustration
". Analy1ing (reaking
material into constituent
parts, determining how the
parts relate to one another and
to an overall structure or
purpose through
differentiating, organi=ing,
and attributing. Take concepts
apart, break them down,
analy=e structure, recogni=e
assumptions and poor logic,
evaluate relevancy
1lassify, ?etermine,
?iscriminate, 9orm
generali=ations, 3ut
into categories,
7llustrate, -elect,
-urvey, Take apart,
Transform
$. 7llustrate
e!amples of two
earthquake types. ..
?issect a crayfish
and e!amine the
body parts.
Braph, survey,
diagram, chart,
questionnaire,
report
%. 2valuating 5aking )rgue, )ward, $. ?efend or negate 6etters, group
17
judgments based on criteria
and standards through
checking and critiquing. -et
standards, judge using
standards, evidence, rubrics,
accept or reject on basis of
criteria
1ritique, ?efend,
7nterpret, Dudge,
5easure, -elect,
Test, Eerify
the statement&
FGature takes care
of itself.F .. Dudge
the value of
requiring students
to take earth
science.
with discussion
panel, court trial,
survey, self-
evaluation, value,
allusions
&. Creating 3utting elements
together to form a coherent or
functional whole;
reorgani=ing elements into a
new pattern or structure
through generating, planning,
or producing. 3ut things
togther; bring together
various parts; write theme,
present speech, plan
e!periment, put information
together in a new H creative
way
-ynthesi=e, )rrange,
(lend, 1reate,
?educe, ?evise,
:rgani=e, 3lan,
3resent, >earrange,
>ewrite
$. 1reate a
demonstration to
show various
chemical
properties. ..
?evise a method to
teach others about
magnetism.
)rticle, radio
show, video,
puppet show,
inventions, poetry,
short story
E2amples
2ere are some e!amples of good course learning goals and some needing improvement to
various degrees.
+3 Exa)ples of good course learning goals,
The student will be able to identify the main thesis or argument of a scholarly paper in the area of this course, the premises
on which this thesis depends, and the basis in the literature or elsewhere for advancing this thesis.
The student will be able to analyse the argument justifying the thesis of such a paper, including analysis of its logical
consistency and validity and of the data on which the argument depends.
1omment& These goals may well represent what the student will be able to do at the
conclusion of a substantial amount of teaching and study. )ctually teaching them may
involve helping students to achieve many intermediate goals "for e!ample, being able to
paraphrase or prIcis a piece of writing in the course area#.
23 !e follo0ing is not2 in t!e sense used !ere2 a course learning goal,
In this course I will teach you about the application of semiotic analysis to 'texts' you might come across in your day to day
life.
1omment& 9irstly, this is a statement of what the teacher will do, not what the student will
achieve. -econdly, it is so general that, even converted into a statement of what the students
are to do "F-tudents will be able to apply semiotic analysis to 8te!ts8 they come across in their
day to day livesF#, it may be of little help to students in their learning. 3erhaps, in this latter
form, it might serve as the general goal or aim of a whole course.
18
13 !is set of course learning goals fro) a *asic co)puter science course needs i)prove)ent - see t!e
co))ent at its conclusion,
We have three primary goals for this program:
You will acquire concepts, skills, strategies and attitudes which enable you to become
independent learners about computers.
You will be aware of the capabilities and limitations of computing technologies, and be able to
identify problems appropriate for computer solution.
You will be able to select applications software and use it competently to solve problems
specific to your field of study. Some examples are word processing, spreadsheets, databases
and electronic mail. You can read more about these goals in your Student andbook.
1omment& These goals are very general and rather vague "which Fconcepts, skills, etc...F;
how will the teacher know when a student is Faware of...F#. -tudents certainly will need the
-tudent 2andbook referred to in order to clarify them. )gain, these goals might be a general
statement of the purpose of the course, but are too general for our purposes.
43 !is set of course learning goals co)es fro) an engineering course at t!is /niversit$,
!t the completion of this course, you should be able to:
define and explain the two basic rules of communication
demonstrate your understanding of these rules in your own written and verbal communication
devise and confidently deliver clear written and oral proposals and reports
identify and analyse problems in your communication and work towards solving these
evaluate other people"s written and oral communication skills
analyse your audience and communicate appropriately
adapt to working in teams of different people apply basic engineering methodology to define
and solve problems.
You should also have had some fun along the way with the design pro#ect$
1omment& This is a good e!ample of a set of learning goals.
=3 >ere is a good set of learning goals fro) an occupational t!erap$ course offered at /#,
%n completion of this course students will be able to:
select, describe and apply a range of assessment approaches for children and adults with
neurological, musculoskeletal, developmental and emotional conditions.
select, #ustify and design appropriate treatment approaches and activities for children and
adults with neurological, musculoskeletal, developmental and emotional conditions.
demonstrate clinical problem solving skills related to assessment, interpretation and
treatment design.
demonstrate techniques of assessment and develop treatment programs for children and
adults &with supervision'.
use appropriate verbal and written communication skills in clinical settings.
'ttachment 3
19
#from 45SE http//www-cshe-unimelb-edu-au/assessinglearning/67/inde2-html$
4ore principles of effective
assessment
Enhancing learning by enhancing assessment
)ssessment is a central element in the overall quality of teaching and learning in higher
education. Well designed assessment sets clear e!pectations, establishes a reasonable
workload "one that does not push students into rote reproductive approaches to study#, and
provides opportunities for students to self-monitor, rehearse, practise and receive feedback.
)ssessment is an integral component of a coherent educational e!perience.
The ideas and strategies in the Assessing Student earning resources support three
interrelated objectives for quality in student assessment in higher education.
Three objectives
for higher
education
assessment
1. assessment that guides and encourages effective
approaches to learning;
2. assessment that validly and reliably measures expected
learning outcomes, in particular the higher-order learning
that characterises higher education; and
3. assessment and grading that defines and protects academic
standards.
The relationship between assessment practices and the overall quality of teaching and
learning is often underestimated, yet assessment requirements and the clarity of assessment
criteria and standards significantly influence the effectiveness of student learning. 1arefully
designed assessment contributes directly to the way students approach their study and
therefore contributes indirectly, but powerfully, to the quality of their learning.
9or most students, assessment requirements literally define the curriculum. )ssessment is
therefore a potent strategic tool for educators with which to spell out the learning that will be
rewarded and to guide students into effective approaches to study. 'qually, however, poorly
designed assessment has the potential to hinder learning or stifle curriculum innovation.
16 indicators of effective assessment in higher education
' chec"list for .uality in student assessment
1. Assessment is treated by staff and students as an integral and prominent component of
the entire teaching and learning process rather than a final adjunct to it.
20
2. The multiple roles of assessment are recognised. The powerful motivating effect of
assessment requirements on students is understood and assessment tasks are designed to
foster valued study habits.
3. There is a faculty/departmental policy that guides individuals assessment practices.
Subject assessment is integrated into an overall plan for course assessment.
4. There is a clear alignment between expected learning outcomes, what is taught and
learnt, and the knowledge and skills assessed there is a closed and coherent
curriculum loop.
5. Assessment tasks assess the capacity to analyse and synthesis new information and
concepts rather than simply recall information previously presented.
6. A variety of assessment methods is employed so that the limitations of particular
methods are minimised.
7. Assessment tasks are designed to assess relevant generic skills as well as subject-
specific knowledge and skills.
8. There is a steady progression in the complexity and demands of assessment
requirements in the later years of courses.
9. There is provision for student choice in assessment tasks and weighting at certain
times.
10. Student and staff workloads are considered in the scheduling and design of
assessment tasks.
11. Excessive assessment is avoided. Assessment tasks are designed to sample student
learning.
12. Assessment tasks are weighted to balance the developmental (formative) and
judgemental (summative) roles of assessment. Early low-stakes, low-weight assessment
is used to provide students with feedback.
13. Grades are calculated and reported on the basis of clearly articulated learning
outcomes and criteria for levels of achievement.
14. Students receive explanatory and diagnostic feedback as well as grades.
15. Assessment tasks are checked to ensure there are no inherent biases that may
disadvantage particular student groups.
16. Plagiarism is minimised through careful task design, explicit education and
appropriate monitoring of academic honesty.
21
What students value in assessment
Unambiguous expectations -tudents study more effectively when they know what they are
working towards. -tudents value, and e!pect, transparency in the way their knowledge will
be assessed& they wish to see a clear relationship between lectures, tutorials, practical classes
and subject resources, and what they are e!pected to demonstrate they know and can do.
They are also wish to understand how grades are determined and they e!pect timely feedback
that $# e!plains the grade they have received, .# rewards their achievement, as appropriate,
and 3# offers suggestions for how they can improve.
Authentic tasks -tudents value assessment tasks they perceive to be Jreal*& assessment tasks
that present challenges to be taken seriously, not only for the grades at stake, but also for the
nature of the knowledge and skills they are e!pected to demonstrate. -tudents value
assessment tasks they believe mirror the skills needed in the workplace. -tudents are an!ious
to test themselves and to compare their performance against others. )ssessment tasks that
students perceive to be trivial or superficial are less likely to evoke a strong commitment to
study.
Choice and flexibility 5any students e!press a strong preference for choices in the nature,
weighting and timing of assessment tasks. This preference for Jnegotiated* assessment is a
logical e!tension of the trend towards offering students more fle!ible ways of studying and
more choice in study options. -tudents who seek Jmore say* in assessment often say they
prefer to be assessed in ways that show their particular skills in the best light. They also argue
they will study more effectively if they can arrange their timetables for submitting assessable
work to suit their overall workload. 3roviding higher education students with options in
assessment K in a carefully structured way K is worth considering in many higher education
courses though it is not a common practice. 'ncouraging students to engage with the
curriculum e!pectations in this way should assist them in becoming more autonomous and
independent learners.
Re-positioning the role of assessment
1apturing the full educational benefits of well-designed assessment requires many of the
conventional assumptions about assessment in higher education to be reconsidered.
9or academic staff, assessment is often a final consideration in their planning of the
curriculum. This is not to imply staff underestimate or undervalue the role or importance of
assessment, but assessment is often considered once other curriculum decisions have been
made. The primary concerns of academic staff are often with designing learning outcomes
and planning teaching and learning activities that will produce these outcomes. 7n contrast,
students often work Jbackwards* through the curriculum, focusing first and foremost on how
they will be assessed and what they will be required to demonstrate they have learned.
22
5ow academic staff
view teaching and
learning
5ow students view
teaching and
learning
8!at course content
s!ould *e taug!t-
8!at s!ould students
learn-
&n 0!at 0a$s a) &
going to *e
assessed-
8!at do & need to
kno0-

8!at teac!ing and
learning )et!ods are
appropriate-
Re8positioning
student
assessment as a
strategic tool for
enhancing
teaching and
learning
8!at t!en are t!e
learning o*jectives-
8!at approac!es to
stud$ s!ould & adopt-
>o0 can student
learning *e assessed-
'ssessment can be
the final
consideration for
staff in the design of
the teaching and
learning process
'ssessment is
usually at the
forefront of
students9
perception of the
teaching and
learning process
9or teaching staff, recognising the potent effects of assessment requirements on student study
habits and capitalising on the capacity of assessment for creating preferred patterns of study
is a powerful means of reconceptualising the use of assessment.
(ut designing assessment to influence students* patterns of study in positive ways can present
significant challenges. )ssessment in higher education must serve a number of purposes. The
overall cycle of student assessment "from the design and declaration of assessment tasks, to
the evaluation and reporting of student achievement# must not only guide student approaches
to study and provide students with feedback on their progress, but also must determine their
readiness to proceed to the ne!t level of study, judge their Jfitness to practice* and ultimately
protect and guarantee academic standards. These purposes are often loosely placed in two
categories, developmental "Jformative* K concerned with students* ongoing educational
progression# and judgmental "Jsummative* K where the emphasis is on making decisions on
satisfactory completion or readiness to progress to the ne!t level of study#. (oth are
legitimate purposes for assessment in higher education and effective assessment programs
must be designed with both considerations in mind.

23
'ttachment 4
3adapted from - http://www.tedi.u4.edu.au/teaching/tool#o)/pedagogy.html5
Pedagogy
0hat is learning:
!"igher learning is an active, interactive, self#aware process that results in meaningful, long#
lasting changes in $nowledge, s$ills, behaviours, beliefs, attitudes... that can not be
attributed primarily to maturation.!
7t is useful to distinguish between deep and surface learning. 7t is usually deep learning that
lecturers aim to foster in their students.
Deep learning involves --- Surface learning involves ---
active t!inking
anal$sis
critical evaluation
)aking connections
)ore effective retention
an a*ilit$ to appl$ ne0 learning to different
contexts
c!allenging tasks
li)ited t!inking
little anal$sis
little critical evaluation
learning ne0 )aterial in isolation fro) context
ineffective retention
little a*ilit$ to appl$ ne0 learning to different contexts
relativel$ eas$ tasks ;so)eti)es of t!e :!unt and peck:
variet$<
;actors which promote effective learning
9ourteen general research findings about effective learning.7n general, students learn more
when they&
$. are actively engaged with the work
.. have high but realistic e!pectations and goals
3. receive regular, timely and specific feedback
. focus on what8s most important
,. are aware of their learning
/. e!perience a balance of intellectual challenge and academic support
0. are e!plicitly aware of preconceptions and prior learning and are willing to unlearn
when necessary
L. connect new and prior knowledge
+. organise their learning in a meaningful way
$<. apply their learning to real-world situations
$$. they are assessed appropriately and understand the assessment criteria
$.. work regularly and productively with instructors
$3. work regularly and productively with other students
$. invest time and make a committed effort.
(Adapted from Angelo, T.A. (1993). A Teacher's Dozen: Fourteen General, Research-Based Principles for
Improving Higher Learning in Our Classrooms. The AAHE ulletin, 45(8), pp 3-7 13 & 15.)
24
4haracteristics of effective university teachers
Effective universit$ teac!ers,
+3 !ave a strong kno0ledge of t!e field
23 set appropriate assess)ent tasks
13 de)onstrate i)partialit$ overall and specificall$ in assessing students
43 encourage active learning
=3 are clear in t!eir teac!ing
53 s!o0 ent!usias) for teac!ing in general and t!eir field in particular
63 s!o0 sensitivit$ to and concern 0it! students: progress
?3 encourage lecturer-student contact
93 foster cooperation a)ong students
+03 respect different talents and learning st$les
++3 are availa*le and !elpful
+23 are efficient in course preparation and organisation
+13 provide pro)pt feed*ack
+43 regularl$ engage in reflective practice
'pproach for Developing *earning %aterials
Principles
Beneral principles for how the materials might incorporate mediums for best learning should
consider students learning styles, backgrounds, and learning through authentic, meaningful
engagement and through interaction as part of a learning community3
These principles of learning are strongly influenced by constructivism a widely adopted
trend in learning theory. 7t conte!tualises knowledge within a course and encourages students
to actively engage with content through a process of problem defining and solving. 7n this
theory the role of the teacher is to guide and facilitate the students8 learning processes,
helping them to make meaning of the content.
M(y viewing learning as an active process taking students prior knowledge into consideration,
building on preconceptions, and eliciting cognitive conflict Nby confronting prior
conceptionsO, teachers can design instruction that goes beyond rote learning to meaningful
learning that leads to deeper longer lasting understandingsP "Dones et al, .<<.#
Constructivism emphasises:
7ndividuals* prior beliefs and knowledge
The social conte!t of learning as a community of learners for building and developing
ideas
Qnowing as a process rather than knowledge as a product
Pro#lem/pro$ect #ased learning, pro#lem solving, and case studies are all aspects of
constructivism. Which particular approach you use will have implications for the way you
construct your course and the way you phrase objectives, learning activities and assessment
Instructional strategies such as the learning cycle provide a framework for a constructivist
approach.
25
Se.uence of learning activities
")dapted from 11 'd >esource 1entre http&%%serc.carleton.edu%introgeo%enviroprojects%what.html#
Kolb, (1984) defines experiential learning as "the process whereby knowledge is created
through the transformation of experience. Knowledge results from the combination of
grasping and transforming experience."
Kolb's Experiential Learning Theory presents a cycle of four elements
$. 1oncrete '!perience
.. >eflective :bservation
3. )bstract 1onceptuali=ation
. )ctive '!perimentation
The cycle begins with an experience that the student has had, followed by an opportunity to
reflect on that experience. Then students may conceptualize and draw conclusions about what
they experienced and observed, leading to future actions in which the students experiment
with different behaviors. This begins the cycle anew as students have new experiences based
on their experimentation ":!endine, >obinson and Willson, .<<# . Although this continuum
is presented as a cycle, the steps may occur in nearly any order. This learning cycle involves
both concrete components (steps 1 and 4) and conceptual components (steps 2 and 3), which
require a variety of cognitive and affective behaviors.
26
The Essential 4omponents of E2perience83ased *earning
)ndresen, (oud and 1hoen ".<<<# provide a list of criteria for e!perience-based learning.
The authors state that for a project to be truly e!periential, the following attributes are
necessary in some combination&
The goal of e!perience-based learning involves something personally significant or
meaningful to the students.
-tudents should be personally engaged.
>eflective thought and opportunities for students to write or discuss their
e!periences should be ongoing throughout the process.
The whole person is involved, meaning not just their intellect but also their senses,
their feelings and their personalities.
-tudents should be recogni=ed for prior learning they bring into the process.
Teachers need to establish a sense of trust, respect, openness, and concern for the
well-being of the students.
Following this cycle learning activity cycle might include the following examples
1. Concrete 2)perience
)ctivitie%s& 7ntroduce concept by stimulating a personal connection with an opening question,
image, phrase, sound bite and ask them to reflect on what it means to them.
2. Reflective 6#servation
Activitie/s: provide information (i.e lecture or text/readings) and pose questions related to this
text
!. A#stract Conceptualisation
)ctivity& 7nterpret image%music%scenario in relation to information presented in the readings
and introduction%post on discussion board
". Active 2)perimentation
Activity: This active experimentation phase can be provided through the assignments which
incorporate the issues covered in a number of topics. Remember students are learning through
their assignments so opportunities for this learning to be scaffolded are essential.
*earning 'ctivities to consider
Online learning activities at each topic level might develop through the following stages.
1. Introduce subject matter summarise providing context and for students.
2. Visual stimuli perhaps two or three striking images to stimulate discussion
3. Discussion forum for students response build on this response in ongoing forums
4. Link student to pertinent website (e.g from outside organisation)
5. Ask students to read related reading from book of readings
6. Discuss reading in forum.
27
%ediums to consider
images (NT Library image catalogue an excellent source)
links to websites/music/ sound bites
links to lecture notes/ word documents/articles
instruction to read from the book of readings
discussion forums
self test exercises with pop up answers
quizzes
blogs
wimba classrooms
Writing online learning materials
Avoid too much text.
Information should fill one screen at a time.
Keep online readings to a minimum and at an appropriate level.
Write explanations and instructions in Plain English and in a
conversational inclusive voice and keep it short and simple.
28
'ttachment D 8 4U4(6< 'ssignment details
4ontents
@ssign)ent +a AAAAAAAAAAAAAAAAAAAAAAAAAAA3332?
@ssign)ent +*AAAAAAAAAAAAAAAAAAAAAAAAAAAA1=
@ssign)ent 2AAAAAAAAAAAAAAAAAAAAAAAAAAAA31?
@ssign)ent 1aAAAAAAAAAAAAAAAAAAAAAAAAAAA 3342
@ssign)ent 1*AAAAAAAAAAAAAAAAAAAAAAAAAAA33341
@ssign)ent 1cAAAAAAAAAAAAAAAAAAAAAAAAAAA3334=
29
'ssignment ( Research Report for Project
Part ' = Three annotated references
Deliverables
3 references, with a flled-in reference details
template for each
Approx 80 - 100 words of annotation
(summary) per source
Approx 80 - 100 words of crediility e!aluation
per source
Due Date >
+alue
"ee Assessment #!er!iew in $%$ 10& 'earnline
site(
%ar"ing
4riteria
#ee !ssessment Overview in C$C %&' Learnline site(
Tas"
?verview
Relevance to Project
)he purpose of this assignment is to help you e*plore a
possible project+ by ,nding and -annotating. /essentially
summarising0 some bacground information relevant to
your specifc pro)ect(
Description
)he following is a brief overview 1 see further on for
detailed steps2
%( Choose a potential design project
3( 4ind and annotate three sources of information /web
page+ boo+ newspaper article etc0(
)he information should describe di5erent aspects of
the region/conte*t/technology that are relevant to
your specifc pro)ect(
)he information could include research into what
design solutions have already been tried /locally+ or
in similar situations elsewhere in the world0(
6( #how why the sources that you use are credile+ or
trustworthy(
!cademic writing re7uires that information sources
should be reliable
! simple 8oogle search does not necessarily ,nd
credible sources(
!t the end of this activity+ you should be some way to
understanding the local situation as it relates to your
speci,c project and what some possible solutions might
be(
30
Re.uirements 9our assignment needs to be presented using the following
format2
#ingle document+ :# word or ";4 format+ with
!ssessment Cover #heet /downloadable from
Learnline0 at the front(
!t the top of the ,rst page+ clearly state your chosen
project(
<nclude your name and page number in the footer of
each page of the document(
4or each of your chosen sources+ prepare the
following2
i( ! -reference detail template+ ,lled out with the
bibliographical details of the source( /see
attachment =% at the end of this assignment sheet0
ii( ! descriptive annotation /summary0 of the
central themes and ey points within the source(
)his should include a comment on how the
information is relevant to your speci,c project(
#ome good info on how to write a descriptive
annotated bibliography is provided at the website
below2
http2//www(library(mun(ca/guides/howto/annotated>b
ibl(php
iii( !n analysis of the sources credibility,
identifying the strong & wea points and any
potential biases( $se the Credibility ?valuation
Criteria /provided as attachment =3 at the end of
this assignment sheet0 to ensure you have
addressed the major factors that determine
credibility(
Detailed
/uideline
s
1. Choose a design project
4irst+ choose a project scenario that interests you from
the ?@B options(
31
Example
Water and Sanitation is not speci,c enough to be a
design project(
! speci,c project in this area could be something lie2
A*mpro!in+ water ,uality throu+h impro!ed toilet
desi+n-, or2
A*mpro!in+ accessiility to education !ia the use of
moile phones as moile learnin+ platformsB(
9our project needs to be speci,c so that your research can
Come up with a specifc design project within that
scenario( )o narrow the choice+ read the #uggested
;esign "rojects in the ?@B project brief for some ideas
/see ?@B resources0(
32
2. Formulate your research questions
Cow should you begin trying to understand the situation
related to your projectD ! good way of doing this is to write
down some 7uestions that you.ll need to answer before
you can design a solution(
Cere are some to get you started+ but you.ll need to write
some tailored to your own project too2
@hat e*actly is the problemD /<mpactsD "opulation
a5ectedD0
@hy hasn.t it been solved alreadyD /Barriers /
obstaclesD0
@hat are the ey cultural and environmental
considerations in the region that relate to this projectD
@hat products /if any0 are currently being usedD
@hat.s currently available in the maret that would
be appropriate for this setting /perhaps with
modi,cations0D
9ou don.t need to answer all these 7uestions in this
assignment+ but eep them for use in your later
assignmentsE
Detailed
/uideline
s
6( 4ind & !nnotate Credible #ources
#earch for sources that answer your research 7uestions(
FO)?2 <t.s normal /and essentialE0 that as you start reading
about your project+ you will need to alter or add to your
research 7uestions(
4ind at least 6 credible sources of information that are
relevant to your project( )hese sources should be
di5erent types 1 for e*ample+ they can.t all be
corporate websites+ or all newspaper articles(
!ssess the credibility of the sources you ,nd(
$se the evaluation criteria provided in the weely Learning
:aterials to do this
;iscard sources that you thin are not credible( /Fote
that assessing credibility is lie miniGresearch into the
author of your informationE0
Preparation
Review wees % to H of the study materials(
)e*tboo references2
Chapter % -Orientation to !cademic writing. and
Chapter I -Referencing.
33
Submission #ubmit % document only
#ee the -!ssessments. section of Learnline for
instructions(
34
Attachment #1: Reference details templates
)hese details are commonly re7uired by a number of referencing styles(
4or each of your sources+ select the appropriate one /copy & paste0 and ,ll
it out(
4or more information about referencing checout the Library referencing
guides( http://www.cdu.edu.au/library/LILL/referencing.html
Book
'uthors or Editors #Surname! )nitials$
e3g3 *$ !tkinson, (
@ear of publication
e3g3 +994
3oo" title
e3g3 Codes of conduct for @ustralian co)panies operating overseas
Edition - not needed for first edition
e3g3 =t!
Publisher
e3g3 Co))unit$ @id @*road
Place of publication
e3g3 %itBro$2 9ic
e!page
'uthor #person or organisation$
e3g3 Engineers 8it!out Corders @ustralia
)ote: author of page may be different than site sponsor
@ear site created or revised
e3g3 2009
Title of page or document
e3g3 7ur ai)s
&ame and place #if available$ of sponsor of site
e3g3 Engineers 8it!out Corders @ustralia Elstern0ick 9ictoria
Date of viewing site 8 date month year
e3g3 9 'epte)*er 2009
UR*
e3g3 !ttp,""0003e0*3org3au"a*out"a*oute0*"ourai)s
35
36
Document "rom a #e!site $e.g pd"%
)ote: author of page may be different than site sponsor
e3g3 Daspura2 @
Date document created
e3g3 @ugust 200?
Title of document
e3g3 !e %uture of glo*al electricit$ production, @n international energ$ agenc$
perspective
e3g3 Engineers @ustralia Can*erra
e3g3 9 'epte)*er 2009
UR*
e3g !ttp,""0003engineersaustralia3org3au"s!ado)x"apps"f)s"f)sdo0nload3cf)-
fileEuuidF05EE6G%4-CGEE-9C4C-+?GG-+=+=E=+C?C2CHsiteNa)eFieaust
&rticle "rom a journal data!ase
'uthors of article #Surname! )nitials$
e3g3 Carr$2 C
@ear of publication
e3g3 +990
'rticle title
e3g3 >o0 not to defend li*eral institutions
Aournal title
e3g3 Critis! Iournal of Political 'cience
+olume! )ssue and page numbers
e3g3 vol3 202 no3 +2 pp3 +-+4
Date viewed
e3g3 9 'epte)*er 2009
Database name
e3g3 Istor
37
'overnment reports
&ote the author of the page or document! may differ from Sponsor of site
e3g3 Gepart)ent of %a)ilies2 >ousing2 Co))unit$ 'ervices and &ndigenous @ffairs
@ear report created
e3g3 2009
Title of page or document
e3g3 'trategic &ndigenous >ousing and &nfrastructure
Progra) . Revie0 of Progra) Perfor)ance
e3g3 Gepart)ent of %a)ilies2 >ousing2 Co))unit$ 'ervices and &ndigenous @ffairs2
Can*erra
e3g3 9 'epte)*er 2009
UR*
e3g3
!ttp,""0003fa!csia3gov3au"sa"indigenous"progserv"!ousing"Gocu)ents"si!ipErevie03pdf
38
'ttachment BC 4redibility Evaluation 4riteria
<n your assignment+ write a short paragraph for each criteria+
addressing the 7uestions raised in -considerations.(
<t may not be possible to ,nd out the answer to every 7uestion+ but
that in itself is sometimes an important outcomeE
Criteria Considerations
&uthority (
&)liation
ho #rote it*
$an you fnd their name.
/hat can you fnd out aout the author. Are they
an expert in the su)ect. 0o they ha!e the
appropriate ,ualifcations and expertise.
/hat aout the pulisher or sponsorin+ institution.
/hat 1ind of reputation does it ha!e. /hat is the
purpose of the or+anisation.
&ccuracy (
+alidity
,s the in"ormation provided correct and the
assertions justi-ed*
0oes it seem reasonale +i!en what you already
1now aout the topic.
$an you !erify the facts from other reputale
sources.
2a!e the authors sources een pro!ided so that
you can !erify them.
*f it is an article or conference paper has it een
peer re!iewed.
/as the techni,ue or procedure successful. 3ased
on the e!idence pro!ided how lo+ical are their
claims and conclusions.
Currency ,s it recent enough "or your topic.
/hen was the piece pulished or posted on the
internet.
0oes the information contain the latest theories,
details etc.
Coverage Depth./cope
*s it tar+eted towards more towards the no!ice or
the expert.
*s it +eneralised summary or an in depth loo1 at a
specifc aspect of a topic.
2ow well does it co!er the main
ar+uments4theories related to this topic.
39
*s this information applicale4transferale to the
context of your ,uestion. 5(+( le+al ad!ice may not
transfer from one country to another(
40
'ssignment ( Research Report for Project
Part 3 = 4omplete Research Report
Deliverables
Approx !! "ords (excludin+ references, title
pa+e, tale of contents)(
Due Date >
+alue
site(
%ar"ing
4riteria
Tas"
?verview
*n this assi+nment, you will use your research, critical
thin1in+ and writin+ s1ills to create a report( 6he report
should represent a well-thou+ht-out, !iale 0esi+n 7ro)ect
option to o8er your 9roup when its formed(
Description
)his assignment is a research report( <n the report+ you
are re7uired to state your proposed ;esign "roject+ and
describe2
the speci,c need or problem your ;esign "roject
aims to address+ and the important facts &
information you discovered about it
the details of possible solution/s0 identi,ed+ and why
they might -,t. the situation
9ou are encouraged to2
use the sources you found for assignment %!(
refer to other sources to e*tend your nowledge
base
relate the information found to your ;esign "roject
topic and possible design solutions
Fote2 8eneric summaries of information about the region
or project theme will not earn a passE 9ou cannot just use
the source summary you did in assignment %!(
!t the end of this activity+ you should have a clear idea of
a ;esign "roject+ including how it relates to the local
conte*t+ what barriers and obstacles e*ist+ what possible
solutions have been tried+ and what sort of designs might
wor(
41
42
Re.uirements 9our assignment needs to be presented professionally
using the following format2
#ingle document+ :# word or ";4 format+ with
!ssessment Cover #heet /downloadable from
Learnline0 at the front(
)itle "age+ clearly stating your chosen ;esign
"roject(
<nclude your name+ student number+ and page
number in the footer of each page of the document(
$se the following structure /as a minimum0 for your
research report2
iv( ,ntroduction+ including0
#ac$%round
One or two sentences describing the conte*t and
the problem your design responds to(
Aim
One or two sentences identifying what your
research report intends to achieve(
/Fot what your pro)ect intends to achieve0(
Scope
One or two sentences about what speci,c focus
or limits the design will have( )his could relate to
the aspect of the problem+ users+ geographic
region
v( Research Findings
9our ,ndings should be grouped by research area in
a logical order to -tell the story. of the bacground
info as it relates to your pro)ect( 9ou should not
group your ,ndings by reference/source(
Fote2 9ou are e*pected to correctly use inGte*t
referencing appropriate for the C;$ Carvard
method(
vi( Conclusion
#hould be a short response /a few sentences0 to
your !im( <t should summarise the main ,ndings of
your research+ and what these ,ndings mean for
possible design solutions(
Fote2 <t should not contain vague statements that
are not supported by your research ,ndingsE
vii( Re"erences
9ou should have a reference list+ listed in
alphabetical order using correct C;$ Carvard
format(
43
@arning2 )his re7uires considerable attention to
detail for correct punctuation and formattingE
Fote2 Reference lists should only include sources
that you actually used in-text references for in your
report /as opposed to a bibliography+ which includes
all sources that you used+ but did not cite using inG
te*t referencing0(
Preparation Review wees % to H of the study materials(
)e*tboo references2
Chapter % -Orientation to !cademic writing. and
Chapter I -Referencing.
instructions(
44
'ssignment C Project Proposal
Deliverables
Approx &!!! "ords (excludin+ references, title
pa+e, tale of contents)(
Due Date >
+alue
site(
%ar"ing
4riteria
Tas"
?verview
*n this assi+nment, you create a plan for carryin+ out the
0esi+n 7ro)ect selected y your +roup( *t will include
research, desi+n, and +roup mana+ement aspects(
*mportantly, you will descrie the asic desi+n concept
chosen to proceed with( 6he plan will e useful to you as a
roadmap for completin+ the pro)ect(
Description
)his assignment is a project proposal( <n the proposal+ you
are re7uired to state your proposed ;esign "roject+ and
describe2
@hat e*actly your design project is setting out to
achieve
@hy your design project is useful and suitable
)he basic design concept you have chosen
)he project management aspects re7uired to ensure
success
9ou are encouraged to2
use the sources & research from !ssignments %! &
%B
refer to other sources to e*tend your nowledge
base
wor as a group to get the best result
!t the end of this activity+ you should have a clear idea of
what is re7uired to complete your ;esign "roject+ and how
to get there(
Re.uirements 9our assignment needs to be presented professionally
using the following format2
#ingle document+ :# word or ";4 format(
<nclude your names+ student numbers+ and page
numbers in the header/footer of each page of the
45
document(
$se the following structure as a guide for your research
report2
")O
1 !ssignment Cover "age
2 )itle page+ with2
/i0 ;esign "roject title
/ii0 8roup details in a table+ listing names+ student
numbers+ and the role each group member had for
this proposal
1 )able of contents
2 <ntroduction+ with2
/i0 "roject !im 1 % or 3 sentences detailing what your
design project is setting out to achieve(
/ii0 "roject Justi,cation G an overview of the conte*t
and the problem/situation the design project loos
to solve( )his e*plains in % or 3 paragraphs why the
project is needed+ and why the chosen approach is
appropriate(
/iii0 "roject #cope 1 inclusions+ e*clusions+ constraints+
assumptions+ and ey deliverables of the project(
/<mportant to get rightE0
/iv0 "urpose of the "roposal 1 in % or 3 sentences+
describe how this speci,c document relates to your
project+ and what it covers(
3 Body of Report+ logically organised into headings
that cover2
/i0 Bacground 1 ;escribe the following2
/FO)?2 9ou.re encouraged to reGuse parts of !ssig
%B here+ but you may need to do further research
as well0
/a0 )he issue or problem your design project is
looing to address( 9ou need to provide
suKcient details to prove that your project is
not misguided+ ie( that you understand the
problem & conte*t( ;on.t just list the details 1
e*plain to the reader what they mean for your
design project(
/b0 ?*isting approaches / products / technologies
you have discovered that might be applicable
46
here /how & whyD0(
/ii0 ;esign Concept 1 ;escribe the following2
/a0 )he basic design concept you have chosen+
including why( #tart with an overview(
;iagrams or setches would be helpful( )his
does FO) have to be detailed designE )he
design concept should show clearly what the
rough arrangement is+ and how & why it will
wor(
/b0 #ome speci,c component alternatives you are
considering within this design concept /not
instead of it0+ but re7uire further research to
decide between( ?g( ;esigning a composting
toilet+ you.re not yet sure what ind of pan to
use+ but you have narrowed it down to 6
speci,c types(
/c0 !ny issues that need to be investigated
further to decide on speci,c components+ and
determine feasibility+ ie( -chec the ,t. /e(g(
possible environmental / cultural / technical
issues0
/iii0 :odel Construction 1 ;escribe the following2
/a0 Cow a model of the design might be
constructed/produced+ including details of the
major materials and e7uipment that will be
needed /overview+ not detailed to the number
of screws etc0(
/b0 !n appro*imate costing of what you need to
spend to create the model /these should not
be more than about L3I per group member0(
/iv0 "roject management details2
/a0 @eely schedule2 a table showing what each
group member will do when+ including project
milestones(
/b0 Communication plan2 how you plan to
communicate as a group /e(g( meetings+ via
email+ learnline group for e*ternals etc0(
?*pected response time to contacts etc should
be included(
/c0 Ris plan2 identi,cation of the major riss and
plans for dealing with them(
4 Conclusion
5 References
Fote2 :ust be C;$ Carvard method+ with correct
47
formatting(
")O
48
Preparation Contact your group to discuss and plan your project( !s a
group+ you ,rst need to agree on a project idea+ and write
the aim and scope(
Once you have written the project aim and scope you can
then divide the project into 1 roles2
8roup coordinator/editor2 responsible for
coordinating the various project deliverables and
ensuring the professional presentation of all
components(
Researcher2 responsible for investigating the issues
for the project and writing them up(
;esigner2 responsible for designing+ producing and
writing up the model(
4or each project deliverable /e(g( proposal+ ,nal report0
there is a group component and an individual component
based on the di5erent roles(
4or the project proposal the group responsi!ilities are2
M )o write the project aim and scope /discussed
above0
M )o allocate out the individual responsibilities
M )o wor out the schedule to complete your various
tass /being mindful of the project milestones0
M )o devise your communication schedule
M )o complete your ris plan
4or the project proposal the individual responsi!ilities
for each role are2
M Researcher2 responsible for writing the bacground
research in the body+ including identifying issues for
further research( <ncludes woring with the designer
to prove the design will ,t(
M ;esigner2 responsible for writing the sections on
design concept & model+ including the costing(
M Coordinator/editor2 responsible for combining the
parts and the overall report presentation /ensuring it
has a title page etc0( )his member will be
responsible for the bacground part in the
introduction+ conclusion and reference list(
49
instructions(
50
'ssignment Da 4onstruction of a model
Deliverables A physical model, representing your design
Due Date >
+alue
site(
Fote that Nalue di5ers depending on 8roup Role(
%ar"ing
4riteria
:ote that $riteria di8er dependin+ on 9roup ;ole(
Submission
<nternal #tudents2 Bring the model to class in the wee
it.s due+ and be prepared to briefy e*plain the ey
aspects of the model in front of the class(
?*ternal #tudents2 #ubmit a single ,le of either a video
/avi/mpeg/wmv0+ or a ";4/@ord/"owerpoint document
containing photos of your model+ including a brief
e*planation of the ey aspects of the design(
Tas"
?verview
<n this assignment+ you create a physical model of your
proposed ;esign( One of the aims of constructing a
physical model is to determine whether or not your idea
/design0 will wor asGis+ or whether modi,cations will be
re7uired(
Re.uirements 8iven the diversity of the project topics+ the model may
tae a variety of forms( Cowever+ the guidelines below
should be followed2
)he model must be a physical+ 6Gdimensional
representation of your proposed design /ie( FO)
drawings+ although these would be useful for planning+
and for the 4inal Report0(
<t does not have to be fully to scale+ or functional(
:ost importantly+ it should clearly demonstrate the
concept of your design G including layout+ arrangement+
and general construction(
)he emphasis in maring is on demonstrating and
communicating the design concept+ not just on the
level of construction sills demonstrated(
/roup Roles )his assessment will be divided between the roles as
follows2
8roup coordinator/editor2 does not need to be
involved directly /can be starting on the
"resentation0
Researcher2 responsible for ensuring that the
model/prototype is consistent with the research
and project description
51
;esigner2 responsible for sourcing the materials
/though costs should be split0 and building the
model/prototype(
52
ssignment !b: "ro#ect "resentation
Deliverables A presentation aout your pro)ect
*nternals< & minute oral presentation with 7ower7oint
slides
?*ternals2 O 1 %3 "ower"oint slides with notes
Due Date >
+alue
"ee Assessment #!er!iew in $%$ 10& 'earnline site(
%ar"ing
4riteria
Submission <nternal #tudents2 Oral presentation during class time
?*ternal #tudents2 #ubmit "owerpoint via Learnline
Tas"
?verview
"resent your design project to the class group in a formal
oral presentation( )he purpose of the presentation is to
communicate why your project is a good idea( !s a
group+ try to sell your idea to the audience( 9our
presentation should not be a summary of your ,nal
report G it does not need to include all the details or be as
comprehensive in its coverage( !ll students need to
participate in the presentation(
Re.uirements 9our presentation could include2
1 an overview of the chosen project+ including the
identi,ed need and relevance of design
2 an overview of the design
3 how the design might be realised /e(g( construction
method0
4 any constraints/issues surrounding the design
5 a demonstration of how the model/prototype wors(
6he presentation is to e made as a +roup(
'nternal students< will deli!er the presentation
in the wor1shop( All students must tal1 durin+
the presentation or recei!e no credit(
External students< will prepare a 7ower7oint
presentation( %se the notes section of the slide
to write the script that would e read aloud if the
presentation was deli!ered( 5nsure in the notes,
you indicate which +roup memer would e
spea1in+4 and thus has written the content of the
53
notes for that slide(
/roup Roles )he group is responsible for the following aspects of this
tas2
;etermining the content of the slides
?*ternal2 writing the notes sections
<nternal2 delivering the presentation
<t is strongly suggested that all students /internal and
e*ternal0 use the notes view of "ower"oint to prepare
their aspects of the presentation( Clearly indicate here
who is responsible for each slide.s content( ?*ternal
students must do this(
)his assessment will be divided between the roles as
follows2
8roup coordinator/editor2 Responsible for the creation of
the slide show G overall loo and feel+ organisation+ and
appearance of the slides(
Researcher2 "articipates in the group aspects of this tas
;esigner2 "articipates in the group aspects of this tas(
Note that your mark will consist of the group component and your individual mark. To
qualify for the group component make you must get at least 40% for the individual
component (across Assignment 3a, 3b and 3c)
54
'ssignment Dc ;inal Report
Deliverables
Approx =000 > ?000 words, up to (!!! "ords
max
(excludin+ references, title pa+e, tale of
contents, appendices)(
Due Date >
+alue
site(
%ar"ing
4riteria
Tas"
?verview
Description ( Relevance to Project
@rite a report that describes your design project( <t should
be a -standGalone. document presenting your design+ and
demonstrating its feasibility & suitability(
<t might help to imagine it.s for submission to a potential
funding body such as a government or a FonG8overnment
Organisation+ who would use it to decide whether to fund
your design(
67890 9ou.re encouraged to reGuse parts of your previous
assignments for this $nit+ but it is e*pected that
improvements will have been made where needed(
Re.uirements 9our report needs to be presented professionally using the
following format2
#ingle document+ :# word or ";4 format(
<nclude your names+ student numbers+ and page
numbers in the header/footer of each page of the
document(
$se the following structure for your report+ with subG
headings as appropriate2
: &ssessment Cover /heet
; 8itle page+ with2
/i0 ;esign "roject title /ie( A;esign of a PB0
/ii0 8roup details in a table+ listing names+ student
numbers+ and the role each group member had
1< Contents Page
11 ,ntroduction+ with2
/i0 "roject Justi,cation 1 % or 3 paragraphs that -set
the scene. for your project and why it is necessary(
/ii0 "roject !im 1 % or 3 sentences detailing what your
55
design project sets out to achieve( /Be 7uite
speci,c0(
/iii0 "roject #cope 1 inclusions+ e*clusions+ constraints+
assumptions+ and ey deliverables of your design
project(
/iv0 "urpose of the Report 1 in % or 3 sentences+
describe how this speci,c document relates to your
project+ and what it covers(
12 Background
/i0 )he issue or problem your design project is looing
to address( 9ou need to provide suKcient details to
prove that your project is not misguided+ ie( that
you understand the problem & conte*t( ;on.t just
list the details 1 e*plain to the reader what they
mean for your design project(
/ii0 ?*isting approaches / products / technologies you
have discovered that might be applicable here
/how & whyD0(
11 9valuation o" &lternatives
/Fote2 ;epending on what alternatives you considered+
it may mae more sense to include this section before+
within+ or after+ the -;esign Concept. section( )his is up
to you(0
/i0 Briefy describe the alternatives that were
evaluated using the ;ecision :atri*
/ii0 Briefy e*plain & justify the criteria+ ranings+
weightings and rating schemes that you used in
developing the ;ecision :atri*(
/iii0 "resent the ,nal ;ecision :atri* developed for the
evaluation
/iv0 "rovide a summary and analysis of the outcome /%G
3 paras0(
12 Design Concept+ using suitable subGheadings2
/i0 ! description of your design(
9ou should include whatever pictures of the model
and/or setches and/or drawings you thin convey
your concept best(
#tart with an overview+ then discuss the various
aspects / components in more detail(
:ention general construction+ materials+
functionality+ re7uired e7uipment+ etc(
/ii0 ! description of the speci,c target / users of your
design+ including how the design would be used to
meet their needs( ie( @ho would use your design+
56
what for+ and howD )his is where you establish the
suitability & ,t of your design(
/iii0 ?stimated ,nal costs of the -realGworld. design /not
the model/prototype0 in !ustralian dollars( Costs
need only be appro*imate for largeGscale projects+
but remember estimates always need some form of
justi,cation or basis(
/iv0 ;iscussion of the feasibility & sustainability of your
design+ with ey areas of strength & weaness /or
uncertainty0 identi,ed(
/v0 Qnown limitations & possible improvements for
your design
13 Conclusion
14 Re"erences
:ust be C;$ Carvard method+ with correct formatting(
15 &ppendi= &0 Refection on "roject :anagement
/6&& 1 H&& words0
/a0 4or each role+ what was the most successful
aspect of the management of your
project/groupD @hyD
/b0 4or each role+ what was the major diKculty
you faced with the management of the
project/groupD @hat steps could you tae to
avoid this in futureD
57
Preparation 4or the ,nal report the group responsibilities are2
)o write the refections on the project management
/!ppendi* !0
4or the ,nal report the individual responsibilities for each
role are2
8roup coordinator/editor2 the introduction+
evaluation of alternatives using the ;ecision :atri*+
and conclusion( !s always the coordinator is also
responsible for combining the parts and the overall
report presentation /ensuring it has a title page etc0(
Researcher2 bacground+ description of the target /
users of the design and how it would be used+
discussion of feasibility & sustainability of the
design+ and reference list(
"rototype designer2 ;escription of the design+ the
costs+ and the limitations & recommendations for
improvement(
instructions(
NOTE: To qualify for the group component mark you must get at least 40% for the
individual component (across Assignment 3a, 3b and 3c).
58

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Steps to Developing/Reviewing a Unit of Study

Nicola Rolls for LearnLink - updated Nov 2009

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