Graduate Attributes
Learning outcomes
Assessment Criteria
(What are the
overarching attitudes,
skills and dispositions for
UWC students?)
(What do I want my
students to be able to do
at the end of this
module?)
(What do I need to see to
know they can do it?)
-Design a small research
project from
conceptualisation to
completion
-Conduct relevant and indepth research related to
the project
-Provide evidence of the
research and of the
understanding of the
research in relation to the
project
-Using the evidence to
extend and deepen their
understanding of their
project, write a research
report discussing the
findings in the appropriate
form and style
-Use the evidence and
information from the
research in the final
project
-Present, verbally, the
findings of the research in
a public forum, like the
lecture
-Design and use
appropriate visual aids for
the presentation
- Evidence of logical and
realistic planning and
conception of a small
research project, and
conceptual clarity in the
focus/topic
-Evidence of relevant and
in-depth research and
reading
-Evidence of
understanding and
application of the research
to the research topic
-Appropriately written in
recognised form and style,
with disciplinary
conventions observed
-Presentation clearly
designed and presented,
displaying evidence of
research and ability to
communicate the main
points in verbal form
-Evidence of appropriate
visual aids
Example: Research
Design module
-To be skilled
communicators
-To be inquiry focused
and knowledgeable
-To be critically and
relevantly literate
-To work autonomously
and collaboratively.
Teaching and learning
activities
(What will they be able
to do, to know, how will
their thinking and
behaviour change as a
result of the
teaching/learning
experience?)
-Brainstorming exercise
to begin the design and
thinking process collaborative
-Workshop with the
lecturer and faculty
librarian to begin the
research process –
collaborative and
individual
-Concept mapping
exercise to plan the
assignment based on the
research – in class
workshop; individual
with peer sharing and
feedback
-Writing workshops in
tutorials and during
lectures that focus on
peer feedback, individual
and collaborative writing
activities
Assessment Tasks
Assessment Strategy
Evaluation
(How can I get them to
show me those things?)
(How can all my tasks
be ‘combined’ to fit
the time and cover all
outcomes?)
(What do I need to do to
improve student
learning?)
- Create and present, in
class, a concept map
outlining the research you
have done and how your
project will be constructed
-Write a research report of
2000 words, clearly
presenting the topic of
focus, and drawing together
the research that has been
gathered on the topic into a
relevant argument or
discussion.
-Present the main findings
of their research, with
appropriate visuals, to the
class in a verbal
presentation.
-Divide the tasks into
individual and group
tasks, so as to make
use of peer
collaboration and
feedback as well,
which will be guided.
-Set some of the tasks
for students to do in
their own time, and
guide them in setting
up a workplan for the
assignment. For
example, the basic
research, and making
notes on the readings.
-Set some of the tasks,
linked to the
homework for lectures
and tutorials, so that
students can work in
class, for example in
writing or library
workshops. For
example, concept
mapping and writing
parts of the essay and
getting feedback.
-Get students to write a
brief (one paragraph)
narrative that can be
written as they choose
on their experience of
the content of the
course (this assignment
in particular) and on
their experience of the
learning style and
format.
-Use these stories to
determine what was
successful and what
could be done differently
to improve the course in
the following offering.
Notes:
In terms of the graduate attributes, the temptation can be to put them all down as so many of them show up in the work we do when we teach. However, try to focus in on a few that you
can really embed in your T&L activities and assessment strategy so that you can ‘measure’ or ‘see’ whether students have achieved them or not.
In terms of learning outcomes, note the use of active verbs highlighted in orange. As the guide on writing learning outcomes notes, avoid words like ‘discuss’ and ‘understand’ that can be
difficult to assess clearly. The point here is to be clear, for yourself and thus your students, about what exactly it is that they should be able to do when the course is completed.
In terms of the T&L activities and the assessment strategy, note that these must be linked, and it’s very important to be realistic and use a relevant range of activities that encourage
students to use one another’s knowledge and input, as well as yours, to develop their own knowledge, confidence and competence. Use strategies that will really promote the development
of relevant literacies, and the ability to work autonomously and in teams. This also takes pressure off you to always be the one who has the answers and has to be ‘in charge’. See the
Teaching and Learning page for some ideas.
The assessment tasks must enable students to use what they are learning in the T&L activities and on their own to show you whether or not they have achieved the learning outcomes and
the linked assessment criteria – you need to choose tasks that will sufficiently challenge students and provide different kinds of opportunities for demonstrating their achievement of the
outcomes and criteria. For example, here there in a concept map that will be peer assessed, a written project that will be formatively peer assessed and summatively assessed by the
lecturer, and there is a verbal presentation that will be summatively assessed by the lecturer and the class. It is not noted here but there will be clear rubrics and assessment guides for each
task.