1. 6 April 2016: 07:00AM GMT Meaningfully Embedding Program (Degree) Learning Goals in course work: Review at UNSW Business School Danny Carroll (University of New South Wales, Australia) Your Webinar Hosts Professor Geoff Crisp, PVC Education, University of New South Wales g.crisp[at]unsw.edu.au Dr Mathew Hillier, Office of the Vice-Provost Learning & Teaching, Monash University mathew.hillier[at]monash.edu Just to let you know: By participating in the webinar you acknowledge and agree that: The session may be recorded, including voice and text chat communications (a recording indicator is shown inside the webinar room when this is the case). We may release recordings freely to the public which become part of the public record. We may use session recordings for quality improvement, or as part of further research and publications. Webinar Series e-Assessment SIG

2. Review at UNSW Australia Danny Carroll, UNSW Business School

3. Session Overview Introduction Assurance of learning Improving assessment Our experience (Win, Win, Win) Conclusions and discussion

4. Introduction What is Review ? Why do we use it ?

5. Summary Criteria based assessment Standards Based Assessment Direct, efficient online marking & feedback Student self-assessment Marks database Assessment mapping for Course & Program Reporting

6. Connecting assessment to … Graduate Attributes Program & Degree Goals Learning Outcomes Course Learning Outcomes

7. Connected assessment

8. Embedding program learning goals into assessment

9. Assurance of learning What is assurance, why do we do it? Is it meaningful to students? Our experience

10. Assurance: For Institutions/Faculties Accreditation Self-knowledge Continuous improvement of offerings Holistic future-assessment design and delivery

11. Program Assurance: How do we do it? Establish measurable program objectives Map program learning outcomes to subject assessments Communicate program learning outcomes (PLOs) to students Collect data for each program learning outcomes Review and report student performance in PLOs Identify areas for program improvement Close the Loop http://www.assuringlearning.com/how-do-we-do-it

12. Assurance: For Students Clarity – students can see the links and development of graduate attributes through clearly stated learning objectives in assessment rubrics Control – due to progressive, explicit nature students can take control of their learning through regular tutor feedback and self assessment Progression – students will be introduced, and further developed in the graduate attributes before assessed for assurance http://www.assuringlearning.com

13. Improving assessment through systemisation Assessments and performance standards are poorly described Assessment events tend to be disconnected (not programmatic) Our ‘central’ assessment systems don’t collect rich, trackable, granular data We lack a focus on ‘assessment for learning’ and an ethos of including the learner

14. Future Assessment systems Support standards: performance criteria are mandatory Connect assessments to learning goals Visual longitudinal assessment data mapping Personalised & inclusive: Students can access their assessment data Supportive of learning: Student self-assessment reduces passivity and encourages judgment formation

15. UNSW Business School - Our experience

16. Staff … Support standards: criteria are mandatory Efficient: fast, visually intuitive marking interface Reports identify high - low markers Tracks student access of feedback (closes the loop) Supportive of good feedback: editable comment libraries

17. Students … Feedback is visual and actionable Task criteria feedback relates to long-term skills / attribute development Connect short-term assessments to Program Learning Goals Personalised: Students can run longitudinal assessment reports Supports learning: Self-assessment reduces passivity and encourages judgment formation

18. Student self-assessment is positively viewed by students engages them in on-task performance encourages engagement with feedback develops professional judgment

20. The Faculty … Centralises and systematises our data description and collection online Connect assessments to learning goals Provides visual longitudinal assessment data mapping (Reports) Supports assurance processes (closing the loop) Embeds Standards Based Assessment practices

21. Danny Carroll, Innovation and strategy, UNSW Business School d.carroll[at]unsw.edu.au References Assuring Learning OLT Site http://www.assuringlearning.com/ Carroll, D. (2013) Student attitudes to criteria-based assessment, ASCILITE, http://www.ascilite.org/conferences/sydney13/program/papers/Carroll.pdf Carroll, D. (2014) Benefits for students from achieving accuracy in criteria-based self- assessment, https://www.academia.edu/8713240/Benefits_for_students_from_achieving_accurac y_in_criteria-based_self-assessment Carroll, D. (2015) Win, win, win: Future assessment systems, https://www.academia.edu/14859674/Win_Win_Win_Future_Assessment_Systems Freeman, M & Christine Ewan, C (2013) Good Practice Report: Assuring Learning Outcomes and Standards, OLT, http://www.olt.gov.au/project-good-practices-report- assuring-learning-outcomes-and-standards-2013 Lawson, R. (et al) (2013) Strategies for Curriculum Mapping and Data Collection for Assuring Learning, http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1000&context=hgreport

22. Webinar Series Session feedback: With thanks from your hosts Professor Geoff Crisp, PVC Education, University of New South Wales g.crisp[at]unsw.edu.au Dr Mathew Hillier, Office of the Vice-Provost Learning & Teaching Monash University mathew.hillier[at]monash.edu Recording available http://transformingassessment.com e-Assessment SIG