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Curriculum Policies Roadshow
A presentation to the ECU Community
July 31 2018
Professor Angela HillPVC Education
Overview of session
• Why new curriculum policies?• How were they developed?• What are the key changes?• What’s next for implementation?
NB: Slides and recording will be available after session
Rationale for revision: Continuous improvement
Rationale for revision: Australian Higher Education Regulatory Environment
https://www.teqsa.gov.au/what-we-do
Rationale for revision: Sector and institutional priorities
Includes focus on new campuses and online learning
https://intranet.ecu.edu.au/__data/assets/pdf_file/0005/767930/TEL-blueprint.pdf
Rationale for revision: Our student success data and evidence-based approach
Priorities3.Sustained collaborations with students, academic and professional staff to create systematised and innovative responses that retain students across the lifecycle.
4. Strength based approaches to enhancing students’ academic preparedness.
5. Course design and a student experience that prioritises lifelong learning and future-oriented employability.
https://intranet.ecu.edu.au/__data/assets/pdf_file/0012/.../student-success-blueprint.pdf
New/revised policies and procedures
1. Curriculum Approval, Amendment and Accreditation Policy– Curriculum Approval, Amendment and Accreditation
Procedure2. Curriculum Design Policy
– Curriculum Design Procedure3. Assessment Policy
– Assessment, Examination and Moderation Procedures4. Curriculum Evaluation and Review Policy
– Major Course Review and Re-accreditation Procedure– Annual Course and Unit Review Procedure
http://intranet.ecu.edu.au/staff/centres/strategic-and-governance-services/our-services/academic-governance-and-standards/curriculum-resources
Rescinded policies and replaced procedures
Rescinded Policies
• Curriculum Approval• Curriculum Planning and
Development• Curriculum Delivery and
Assessment• Internationalisation of the
Curriculum at ECU*– *Scheduled for Education
Committee today
Replaced Procedures• Curriculum Lifecycle• Annual Unit Review• Annual Course Review• Preliminary Proposal• Awards Classifications
and Structure Procedure
How were policies developed and approved?
• Benchmarking across sector• Review of TEQSA Guidance notes• Consultation and review with stakeholders (varied depending on policy)
– ADTLs– Student Guild– Kurongkurl Katitjin– NTEU– Centre for Learning and Teaching staff– University Executive
• Academic Policy Working Group review • Education Committee scrutiny• Academic Board scrutiny
Timeline for implementation
Education Committee
April 2018
Academic Board
May 2018
ECU Council
June 2018
Implementation Activities
July 2018 onwards
FullyImplemented
December 2019
Framework for new/revised policies
Principles for design• ‘Simple and
contemporary’ accessible and ‘one stop’ shop
• ‘Principle based’ policies – Norm in sector
• Reflect ‘future’ oriented higher education
• Benchmarked and can withstand external scrutiny
Suite of documentation• Policy• Procedure• HOW TO GUIDES
(emerging)
A QUICK OVERVIEW OF KEY CHANGES
CURRICULUM APPROVAL, AMENDMENT AND ACCREDITATION POLICY
Curriculum Approval, Amendment and Accreditation Policy
KEY CHANGE1. Revised terminology – aligned to the Higher Education Standards Framework
qPolicy employs the term course accreditation to refer to ECU’s self-accrediting capacity, through Academic Board, to approve and accredit courses
q This is distinct from professional accreditation (being accreditation with external bodies and associations).
Language of the Higher Education StandardsA higher education provider that is registered in the ‘Australian
University’ provider category and meets the requirements under Section 45(1) of the TEQSA Act 2011 is authorised under the TEQSAAct 2011 to self-accredit each course of study that leads to a higher education qualification that it offers or confers.
Curriculum Approval, Amendment and Accreditation Policy
KEY CHANGE2. Curriculum approvals have been modified:
qUniversity Executive approval required for New Course Preliminary Proposals
qRevised Curriculum Delegations (for course accreditation)o Education Committee has approval authority for specified
curriculum items as outlined in the Curriculum Delegations table of the policy
o School Curriculum Teaching and Learning Committee is the approval authority for specified curriculum items – ADTL is Chair.
TEQSA needs to be satisfied that the provider’s mechanisms for course approval provide rigorous scrutiny of proposed courses by credible and experienced observers, that the findings of such scrutiny are considered thoroughly, and that the oversight mechanisms are sufficiently independent of those who are involved in delivery of the courses of study.https://www.teqsa.gov.au/latest-news/publications/guidance-note-academic-governance
CURRICULUM DESIGN POLICY
Curriculum Design Policy
THREE CORE PRINCIPLES
• Learning-centred - learning outcomes, teaching and assessment activities, learning resources, and support are focussed on enabling and enhancing learning for all students
• Globally relevant - develop knowledge, skills and attitudes to navigate the complexity and diversity present in a rapidly changing world, including the world of work, and for making positive and ethical contributions to the community
• Transformative - learning experiences that challenge students�existing assumptions and paradigms and promote critical reflection on their worldviews
Curriculum Design Policy and Procedures
Curriculum Design Procedure
Clear requirements for courses and units• Course and Unit Learning Outcomes• Alignment of Learning Outcomes• First year experience• Generic skills including communication skills• Internationalisation of the curriculum• Minimum standards for technology enhanced learning and
teaching• Unit Information minimum requirements• Experiential, Career Development and Work Integrated Learning• Inclusive Curriculum Design• Student Engagement with Aboriginal and/or Torres Strait Islander
Content• Award Classification and Structure
How to guide: First Year Unit
NCS1102 Professional Conduct and CommunicationStudents are directed to work through a series of online modules as part of their weekly learning activities. The skills covered in the online modules prepare them for their assessment.
Bachelor of Science (Nursing)
http://ecu.au.libguides.com/academic-skills-in-nursing-and-midwifery
The site has had 23400 hits since Jan 2018.
Generic skills including communication skills: example of existing practice
Carol Crevacore: NCS 1102.
Internationalisation of the curriculum: example of practice
School of Medical and Health Science• This tour is a structured
academic program that provides students with an immersive learning experience
• The tour is targeted towards second and third year Exercise and Sport Science students.
• Students enrol into the unit HST3505 International Project.Unit Coordinator: Zane McDonald
Unit Information Minimum Requirements
Must have• consultation and contact
details for all teaching staff, • the unit learning resources, • an overview of the semester
schedule,• assessment information• academic integrity
information • expectations and penalties, • an overview of changes
made to the unit as a result of UTEI feedback
• relevant OHS material.
MAN5401 Richard Hughes
How to guide: Technology Enhanced Learning Standards
http://intranet.ecu.edu.au/learning/curriculum-design/technology-enhanced-learning
Student Engagement with Aboriginal and/or Torres Strait Islander Content: example of practice
NCS6100 Nursing Cultural Studies.
• Unit within the J46 Master of Nursing (Graduate Entry) course.
• This unit focuses on the historical and socio-cultural aspects of health for Aboriginal and Torres Straight Islander people, and prepares students to be culturally capable Registered Nurses.
• The unit was developed based on the Nursing and Midwifery Aboriginal and Torres Strait Islander (ATSI) Health Curriculum Framework, created by the Congress of Aboriginal and Torres Strait Islander Nurses and Midwives (CATSINaM) which is an adaptation of the 2014 ATSI Health Curriculum Framework.
NCS6100 Dr Rosemary Saunders. Content created in collaboration with Leeanne Pena from Kurongkurl Katitjin.
Student Engagement with Aboriginal and/or Torres Strait Islander Content – Inclusive Curriculum Design: example of practice
EDU3104 Dr. John O’Rourke
ASSESSMENT POLICY
Background to Assessment Policy
Principle-based Policy and streamlined Procedures– From 134 to 65 “prescriptions”
New Policy and Procedures– 3 principles– 62 procedures
Extensive benchmarking
Best practice in assessment design
Assessment Policy
Principles ProceduresWhole-of-course approach, scaffolded • Variety of assessment tasks
• Cumulative assessment • Criteria for course learning outcomes &
evidence for progressive attainment
Criterion & standards-referenced, high-quality evidence of performance
• Progressive consensus moderation• Student identity verification• Group tasks and individual achievement• Non-replicable tasks
Embedded communication & generic skills
• Tasks require written and oral communication across course
• Tasks are authentic replication of practice/world of work
Give students opportunities to judge & improve performance quality
• Feedback• Self and peer review and feedback
Assessment Policy: Embeds criterion/standards referenced based assessment
• “Criterion-based assessment judges students on the quality of their work alone, against pre-determined benchmarks. Judgment is untainted by prior
performance and is independent of
how other students perform in the same task (Sadler, 2005). Each
grade is assigned as a measure of
the extent to which the unit learning outcomes have been
achieved.”Find out more: https://app.griffith.edu.au/assessment-
matters/docs/design-
assessment/process/implement/marking/assessment
• “This is in contrast to norm-referenced assessment: – Norm-referenced assessment is the
process of judging and grading the
learning of students by comparing
and ranking each student against the performance of other students in
the same cohort.”
Assessment methods: guidance from Higher Education Standards
Standard 1.4 Specific strategies support transition, including:
– assessing the needs and preparedness of individual students and cohorts
– undertaking early assessment or review that provides formative feedback on academic progress and is able to identify needs for additional support, …
On completion of a course of study, students have demonstrated the learning outcomes specified for the course of study, whether assessed at unit level, course level, or in combination.
Assessment Procedures: reflects the varied requirements of the disciplines
No mandated number of assessment tasks: Should reflect the discipline, stage of course, cohort needs and most importantly the learning outcomesProcedure states:3.12 Assessment tasks within each unit must elicit appropriate and adequate evidence consistent with the stated unit learning outcomes.
3.13 No single assessment task may count for more than 60% of the final mark for the unit, with the exception of units designated as creative or special projects, student professional experience, or other tasks with the approval of the Associate Dean Teaching and Learning (ADTL).
Procedures: Assessment minimum information requirements
3.3 Assessment information for students should be detailed in a designated location in Blackboard and must include details of:
a) the assessment type b) the assessment task requirements c) the relevant learning outcome(s) d) the weighting e) the due date and time f) the marking criteria or rubric g) whether the task is to be completed individually or in a group h) exemplars and examples of requirements as appropriate
3.4 Assessment information must also include information about any mandatory requirements to pass the unit, including tasks that must be passed
cadmus // Cadmus Learn
Assessment Procedures: Student identity verification and scaffolding
Student Identity Verification The identity of the student completing the task (authorship) can be verified
HMN1114 Dr. Kay Hearn
Moderation: not an optional extra
See Higher Education Standards
1.4 Methods of assessment are consistent with the learning outcomes being assessed, are capable of confirming that all specified learning outcomes are achieved and that grades awarded reflect the level of student attainment.5.4 When a course of study, any parts of a course of study, or research training are delivered through arrangements with another party(ies), whether in Australia or overseas, the registered higher education provider remains accountable for the course of study and verifies continuing compliance of the course of study with the standards in the Higher Education Standards Framework that relate to the specific arrangement.
Moderation is about continuous calibration of judgement and standards, rather than scaling results.
Moderation and MRS evidence
Moderation: How to guides
http://intranet.ecu.edu.au/learning/curriculum-design/moderation
CURRICULUM EVALUATION AND REVIEW POLICY
Curriculum Evaluation and Review Policy
KEY CHANGES
1.The policy combines curriculum review requirements into one policywith 2 main review procedures:
1. Major Course Review2. Annual Course and Unit Reviews
2.The Major Course Review is an updated process to guide the 5 yearlycomprehensive course reviews with new roles for
– Self Assessment Team– Course Coordinator
Higher Education Standards (HESF) – Course Review
5.3 Monitoring, Review and Improvement 5.3.1 All accredited courses of study are subject to periodic (at least every seven years) comprehensive reviews that are overseen by peak academic governance processes and include external referencing or other benchmarking activities.5.3.4 Review and improvement activities include regular external referencing of the success of student cohorts against comparable courses of study, including:
a. analyses of progression rates, attrition rates, completion times and rates and, where applicable, comparing different locations of delivery, and b. the assessment methods and grading of students’ achievement of learning outcomes for selected units of study within courses of study.
More information provided in TEQSA Guidance Note: External Referencing Including Benchmarking
Major Course Review
There are two aspects to a Major Course Review:
• A comprehensive and reflective self-assessment process including:
– documentation of course and its performance using the Major Course Review and Re-accreditation Template (Coursework or HDR template); and
– external benchmarking of student data and course quality.
• Re-accreditation of the course by Academic Board.
Curriculum Evaluation and Review Policy
Roles: Major Course Review Procedure
• Self Assessment team: a collaborative effort– Course Coordinator: lead the review and might
Chair the Self Assessment Team– Associate Dean: who could also Chair– Dean, International Relations– Library rep – CLT reps– Teaching staff reps– Student rep– Other staff/alumni as required
Benchmarking to support the Major Course Review
Institutional benchmarking (publicly available data) to be supplied by Strategic Information Services• Student Progress and
Outcomes– Course retention– Progress– Completion– Working on graduate
outcome metrics*
Information to be obtained through an external benchmarking partnershipCourse Quality indicators– Entry Standards– Methods of Assessment– Grade Distributions
http://intranet.ecu.edu.au/learning/curriculum-design/benchmarking
Major Course Review Template: Steps through the requirements
Review the original rationale for the course and outline how the rationale is now relevant. Include:• Aim of the course including relationship to professions/labour
market and outcomes for students in the future;• Current modes and locations of study available; and• Whether the original rationale of the course is still valid,
including relationship to graduate destinations, the ECU Strategic Plan and the School’s direction.
Everyone is benchmarking…
https://www.adelaide.edu.au/learning/reviews/benchmarking/external/
https://www.iru.edu.au/action/education/
Role of Academic Governance and Standards
• Provide and maintain timeline in consultation with Schools
• Alert Schools to due dates • Provide relevant data and point direction to
more data• Provide relevant templates • Ensure timelines are met• Support the submission to Education
Committee and Academic Board
Annual Course and Unit Review Procedures
• Minimal change – ECUonQ system instructions removed from procedures.
• ECUonQ information is being incorporated into How To Guides, to assist staff in conducting their course and unit reviews.
• Data and reflection will be aligned to the Major Course Review.
• The more reflective the annual monitoring, including development of action plans, will benefit at the time of major course review.
• AGS will continue to monitor and report on completions.
Curriculum Evaluation and Review Policy
Curriculum Evaluation and Review Policy
Next steps for you…
• Download and review the policies and procedures• Attend relevant staff development activities for 2018– Major Course Review– Moderation– Assessment design
• Academic Governance and Standards and Centre forLearning and Teaching to provide dedicated assistance
• Watch for learning and teaching grants to support reforms
• Additional policy reviews underway– Academic Leadership Policy– Academic Integrity and Board of Examiners