ART 2015
Curriculum Map
(as at date same as sign off date)
Course Code:
Name of Course:
Course Co-ordinator:
Major Code:
Name of Major:
Major Co-ordinator:
AQF:
Field of Education:
Credit:
(if applicable)
Availabilities:
Mode of Delivery
Location
Study Period
(tick all that apply)
Internal ☐
Curtin Online ☐
Curtin OUA
☐
Curtin Sarawak
☐
Other offshore locations ☐
Distributed Learning ☐
(provide SPK(s) as applicable)
SPK:
MOOCs Unit ☐
(provide SPK(s) as applicable)
SPK:
Unbundled Unit/s ☐
(provide SPK(s) as applicable)
SPK:
Page 1 of 33
Articulation Partners:
Course Completion Requirements:
Accreditation Status
Course Entry Requirements
Duration
Page 2 of 33
LEARNING OUTCOMES
Learning outcomes are applied at the award level e.g. Honours and non-honours stream; majors within an award course; or at a course level if there are no majors and no honours stream
☐ Apply to course/ major ()
☐ Apply to stream ()
Note: you may be required to provide learning outcomes for each study package if you are proposing several study packages e.g. a course with majors
Curtin University Graduate
Capabilities
Brief description
1. Apply discipline knowledge,
principles and concepts
Apply discipline knowledge, understand
its theoretical underpinnings, and ways
of thinking; Extend the boundaries of
knowledge through research.
2. Think critically, creatively and
reflectively
Apply logical and rational processes to
analyse the components of an issue;
Think creatively to generate innovative
solutions.
3. Access, evaluate and
synthesise information
Decide what information is needed and
where it might be found using
appropriate technologies; Make valid
judgements and synthesise information
from a range of sources.
4. Communicate effectively
Communicate in ways appropriate to the
discipline, audience and purpose.
5. Use technologies appropriately
Use appropriate technologies recognising
their advantages and limitations.
6. Utilise lifelong learning skills
Use a range of learning strategies; Take
responsibility for one’s own learning and
development;
Sustain
intellectual
curiosity; know how to continue to learn
as a graduate.
7. International perspective
Think globally and consider issues from a
variety
of
perspectives;
Apply
international standards and practices
within a discipline or professional area.
8. Cultural understanding
Respect individual human rights;
Recognise the importance of cultural
diversity particularly the perspective of
Indigenous Australians; Value diversity of
language.
9. Apply professional skills
Work independently and in teams;
Demonstrate leadership, professional
Prof / Accred
Course Learning Outcomes
A graduate of this course can:
Page 3 of 33
behaviour and ethical practices.
Page 4 of 33
Course Structure Courses Management
Insert Course Structure Form here provided by Courses Management.
Page 5 of 33
AQF Specifications Learning Designer and/or Course Coordinator
Accrediting authorities and those developing qualifications for accreditation must adhere to the AQF specification for this qualification type.
Please insert appropriate AQF Specifications table. CRO
Page 6 of 33
Course Tuition Pattern
OOU
Year
Study
Period
SPK
CRO and Student Central / Timetabling
Ver.
Unit Title
Credits
Hours
Avail
Lecture
Hours
Freq
Online
Hours
Freq
Tuition Pattern
Tutorial
Seminar
Hours
Freq
Hours
Freq
Hours
Others
Freq
Types
Notes:
The tuition pattern listed above will need to be modified for each course.
It is assumed all tuition pattern is based in weekly basis unless specified.
1x1 refers to frequency of once weekly of 1 hour.
Availabilities (DMU)
D = Distributed Learning;
M = MOOC;
U = Unbundled Unit.
Page 7 of 33
First Year Curriculum Design to support retention (Kift 2009)
Dimensions
Transition
Diversity
Design
Engagement
Assessment
Evaluation
 Orientation and transition needs coherently and relevantly mapped to crucial time periods
 Management of Unit Coordinators or other teachers in the Y1 who are new to first year teaching
 Students provided with opportunity to self-assess their entry knowledge, skills and attitudes against
discipline expectations
 Clear and consistent communication to commencing students regarding expectations and responsibilities
 Information provision about programs, processes and procedures pre-enrolment clear, accurate,
consistent, and sufficiently detailed for informed choice and effective action
 Characteristics of Y1 cohort (diversity and their needs are determined)
 Access to academic, technical and other support assistance; communication just in time
 Self-assessment learning and support needs
 Flexibility in curriculum design to support diversity
 Exposed to a variety of learning engagement and assessment tasks
 Y1 curriculum objectives and coherence
 Intentional sequencing and integration of knowledge, skills and application of knowledge/skills
 Transition mapped out and curriculum scaffolds tertiary learning
 Co-curricular activities designed to support formal learning
 Exposed to a variety of learning engagement and assessment tasks
 Variety of engaging pedagogies
 Includes collaborative learning to facilitate social interaction
 Supplementary support eg PASS, JumpStart, peer mentoring
 Student – staff interactions
 Space and opportunity for intentional social interaction (importance of building friendships)
 Coherent and integrated strategy; manageable for students and staff; variety of types
 Consistency in course expectations between units
 Increase in complexity over time
 Early low stakes assessment where students receive feedback (at least one by Wk 4-5)
 How do students interpret and act on feedback provided?
 Review of success of program with good outcomes
 Evidence based curriculum design
 First year staff included in evaluation and outcomes
 PD for Y1 teaching staff
 Strategy for managing student disengagement eg non-attendance, non-participation, fail, non-submission
of assessment
Comments






Page 8 of 33
Curtin-OUA: , v. ,
OUA Unit Coordinator:
, v.
Credits:
Unit Coordinator:
Is this offered at Miri Sarawak? ☐ Yes
Year / Study Period: ,
FOE:
Requisite(s):
Equivalent(s):
Result Type:
☐ No
Syllabus:
Unit Learning
Engagement
Unit Assessment
(See Appendix 3)
Assessment Task
Administrative Notes
LOT
Assessment Description
%
Week
Due
ULOs
Max 3
CLOs
Prof / Accred
Type
Medium
Role
Supervision
1.
2.
3.
4.
Authenticity (Work Integrated Learning)
Principal
Assessor
Feedback
Moderation Arrangements / Strategies (See Appendix 4)
Pre-Marking
Intra-Marking
Post-Marking
1.
2.
3.
4.
Dimensions
1.
2.
3.
4.
5.
6.
Rubric
(see Appendix 5)
Learning Experiences
Experiences designed for students to achieve the learning outcomes
Support
Personalisation
Learning Resources
Activity
Collaboration
Feedback Strategies
eg. Comments/Remarks on English Language Proficiency, Indigenous, Leadership, OUA
Courses
Mgmt
& CTL Use only
Learning
Design
Unit Learning Outcomes (ULOs)
1.
2.
3.
4.
5.
6.
Level of
Change
Level 1
Change
Level 2
Change
Level 3
Change
CHANGED
Recommendation
☐ Yes
☐ Yes
☐ Yes
Page 9 of 33
COURSE ANALYSIS CHARTS: LEARNING OUTCOMES
CRO
Page 10 of 33
COURSE ANALYSIS CHARTS - LEARNING OUTCOMES
Page 11 of 33
COURSE ANALYSIS CHARTS - ASSESSMENT TASKS
Figure 6: Proportion of Assessment Tasks by Type
Examination
18%
Submission
18%
Submission
Performance
Examination
Performance
64%
Page 12 of 33
COURSE ANALYSIS CHARTS - ASSESSMENT TASKS
Figure 7: Proportion of Assessment Tasks by Medium
Figure 8: Proportion of Assessment Tasks by Role
Combination
4%
Written
22%
Practical
31%
Written
Oral
Individual
Practical
Pair
Performance
Group
Visual
Individual/Group
Combination
Other
Other
Oral
43%
Individual
100%
Page 13 of 33
COURSE ANALYSIS CHARTS - ASSESSMENT TASKS
Figure 9: Proportion of Assessment Tasks by Supervision
Figure 10: Proportion of Assessment Tasks by Level of
Authenticity
Highly
developed
10%
Invigilated
Emerging
28%
Not evident
Non-invigilated
Emerging
Supervised
Developing
Highly developed
Developing
62%
Non-invigilated
100%
Page 14 of 33
COURSE ANALYSIS CHARTS - ASSESSMENT TASKS
Figure 11: Proportion of Assessment Tasks
by Principal Assessor(s)
Peer feedback
8%
Peer only
6%
Teaching staff only
Other
electronic
means
7%
Figure 12: Feedback
Annotated
script
9%
Mark
Mark
20%
Grade
Industry only
Rubric
Peer only
Verbal
Self only
Teaching staff/industry
Teaching staff/peer(s)
Teaching staff
only
94%
Grade
20%
Verbal
19%
Annotated script
Peer feedback
Teaching staff/self
Other
Rubric
17%
Other electronic means
Page 15 of 33
COURSE ANALYSIS CHARTS - ASSESSMENT TASKS BY WEEK DUE
Page 16 of 33
COURSE ANALYSIS CHARTS - ASSESSMENT TASKS BY WEEK DUE
Page 17 of 33
COURSE ANALYSIS CHARTS: LEARNING ENGAGEMENT RUBRIC
Figure 14: Learning Engagement Rubric
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Level 1
Level 2
Level 3
Support
Personalisation
Learning Resources
Activity
Collaboration
Feedback Strategies
Page 18 of 33
COURSE ANALYSIS CHARTS - LEARNING EXPERIENCES
Page 19 of 33
COURSE ANALYSIS CHARTS - LEARNING EXPERIENCES
Page 20 of 33
Curriculum Design Learning Designer to complete
Please see Appendix 2 for Learning Design Capabilities Scales
Yr
Sem
UDC
Ver
Unit Title
Credits
Hrs
WIL
(0-3)
Leadership
Inter-cultural
Indigenous Global Prof Ethics
Research
Communication
Comm
ELP
☐ Primary
Research
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
☐ Primary
Research
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
☐ Primary
Research
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
☐ Primary
Research
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
☐ Primary
Research
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
☐ Primary
Research
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
☐ Primary
Research
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
☐ Primary
Research
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
☐ Primary
Research
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
☐ Primary
Research
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
Literacy
ICT Info
Page 21 of 33
☐ Primary
Research
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
☐ Primary
Research
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
☐ Primary
Research
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
☐ Primary
Research
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
☐ Primary
Research
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
☐ Primary
Research
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
☐ Primary
Research
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
☐ Primary
Research
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
☐ Primary
Research
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
☐ Primary
Research
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
☐ Primary
Research
☐ OR
(Oral)
☐ WR
☐ OR
(Oral)
☐ WR
☐ Primary
Research
Page 22 of 33
☐ Primary
Research
(Written)
(Written)
☐ OR
(Oral)
☐ WR
(Written)
☐ OR
(Oral)
☐ WR
(Written)
Notes:
Page 23 of 33
Assessment Assessment Team to complete
See Appendix 6 for the detailed unit assessment criteria coding and rubric.
Yr
Sem
UDC
Ver
Unit Title
Credits
Total weighted
Assessment
Type of Assessments:
Submission
Performance
Examination
Assurance of
Individual Learning
Engagement with
Feedback
Authenticity
Notes:
Page 24 of 33
Appendix 1: Unit learning outcomes and levels of thinking
Unit learning outcomes are what students are expected to be able to do upon successful completion of the unit. They begin with a strong action verb and describe specific tasks, preferably
requiring students to develop higher order thinking skills (levels 4 to 6 in this table). For more information on creating quality unit learning outcomes, and specific information on the table
below relating to Bloom’s Taxonomy, see http://ctl.curtin.edu.au/local/downloads/learning_teaching/tl_handbook/tlbookchap4_2012.pdf.
Level of Thinking (LOT)
1. Remembering

2. Comprehending

Skills Demonstrated and Assessment Verbs
Observation and recall of information; knowledge of dates, events, places, materials, objects; knowledge of major processes or procedures; mastery of
subject matter.
Unit learning outcome and assessment verbs: arrange, cite, collect, define, describe, duplicate, enumerate, examine, find, identify, indicate, label, list,
locate, match, memorise, name, order, outline, quote, recall, recite, recognise, record, relate repeat, reproduce, retrieve, select, show, state, tabulate
Understand information, grasp meaning; translate knowledge into new contexts; interpret facts; compare and contrast; order, group, infer causes,
predict consequence.
Unit learning outcome and assessment verbs: arrange, articulate, associate, classify, compare, contrast, describe, differentiate, discuss, distinguish,
exemplify, expand, explain, express, extend, identify, illustrate, indicate, interpret, locate, match, outline, paraphrase, recognise, relate, report, restate,
review, select, summarise.
Use information; use methods, concepts, theories in new situations; solve problems using required skills or knowledge; use equipment, tools.
3. Applying

4. Analysing

5. Evaluating

Unit learning outcome and assessment verbs: administer, apply, calculate, chart, classify, collect, compute, control, convert, demonstrate, determine,
develop, dramatise, draw, employ, estimate, execute, exhibit, illustrate, implement, manipulate, model, modify, operate, practice, prepare, relate,
report, select, show, sketch, transfer, use, utilise.
Discern patterns; organise parts; recognise hidden meanings; identify components, simplify complex information; metacognition.
Unit learning outcome and assessment verbs: analyse, calculate, categorise, classify, compare, contrast, correlate, deconstruct, detect, differentiate,
discriminate, distinguish, examine, explain, interpret, organise, quantify, research, scrutinise, separate, sequence, subdivide, survey, test, translate.
Compare and discriminate between ideas; think critically, make judgments about worth (based on stated premises); assess the value of theories, make
choices based on reasoned argument; verify or question the value of evidence.
Unit learning outcome and assessment verbs: appraise, argue, assess, categorise, choose, compare, conclude, contrast, critique, debate, decide,
deduce, defend, discriminate, dispute, establish, estimate, evaluate, gauge, generalise, hypothesise, infer, interpret, judge, justify, measure, monitor,
negotiate, predict, prioritise, propose, prove, rank, rate, recommend, relate, select, solve, support, validate, verify.
Combining ideas to develop an original idea or product, engage in creative thinking.
6. Creating

Unit learning outcome and assessment verbs: adapt, anticipate, assemble, change, communicate, compare, compile, compose, construct, create,
derive, design, develop, devise, formulate, generate, hypothesise, improve, incorporate, infer, initiate, integrate, interpret, invent, make, modify,
originate, plan, produce, reconstruct, revise, synthesise, transform, visualise.
Page 25 of 33
Appendix 2: Learning Design Capabilities Scales
Indigenous
2
1
Core
Embedded
There is evidence:
This is a core unit focused on Australian Indigenous knowledge systems
Of at least one unit learning outcome, and consequently at least one assessment,
explicitly naming aspects associated with Australian Indigenous knowledge systems
NE
Not Evident
There is no evidence in the unit
Global
2
Core
1
Embedded
NE
Not Evident
There is evidence:
This is a core unit focused on global, international or transnational aspects of that
discipline or profession
Of at least one unit learning outcome, and consequently at least one assessment,
explicitly naming aspects associated with global, international or transnational aspects
of that discipline or profession
There is no evidence in the unit
Ethics
2
Core
1
Embedded
NE
Not Evident
There is evidence:
This is a core unit focused on the ethics and/or ethical behaviour relevant to the
discipline or profession
Of at least one unit learning outcome, and consequently at least one assessment,
explicitly naming aspects associated with ethics and/or ethical behaviour relevant to
the discipline or profession
There is no evidence in the unit
Leadership
2
Core
1
Embedded
NE
Not Evident
There is evidence:
This is a core unit focused on leadership principles to effect social change relevant to
the discipline or profession
Of at least one unit learning outcome, and consequently at least one assessment,
explicitly naming aspects associated with leadership principles to effect social change
relevant to the discipline or profession
There is no evidence in the unit
Research
2
Core
1
Embedded
NE
Not Evident
PS
There is evidence:
This is a core unit focused on research strategies relevant to the discipline or
profession
Of at least one unit learning outcome, and consequently at least one assessment,
explicitly naming aspects associated with research
No evidence of research in the unit
Note if a unit has a major focus on primary research, otherwise it will be assumed all
other research is secondary research
Page 26 of 33
Appendix 2: Learning Design Capabilities Scales (continued…)
English Language Proficiency
There is evidence:
2
Elective
This is an English for Academic Purposes elective unit, available to students identified
as at risk of failing due to inadequate ELP.
1
Embedded
ELP is articulated in unit Learning Outcomes, developed through explicit instruction
(bolt-on or embedded), and included as task-specific elements in rubrics or marking
guides for major weighted assessment tasks.
NE
Not Evident
There is no English language development addressed in this unit.
OR
Task type that includes instruction and/or assessment of ELP elements is Oral
WR
Task type that includes instruction and/or assessment of ELP elements is Written
Communication Skills
2
1
Core
Embedded
NE
Not Evident
OR
WR
There is evidence:
This is a Communication Skills core unit.
Communication Skills are articulated in at least one unit learning outcome, and
consequently at least one assessment, explicitly naming aspects associated with
communication skills relevant to the discipline or profession
There is no evidence of Communication Skills being addressed in this unit.
Task type that includes instruction and/or assessment of Communication Skills
elements is Oral
Task type that includes instruction and/or assessment of Communication Skills
elements is Written
ICT Literacy
2
Core
1
Embedded
NE
Not Evident
There is evidence:
This is a core unit focussed on using digital technology to think critically, communicate,
collaborate, create and share knowledge
Of at least one unit learning outcome, and consequently at least one assessment,
explicitly naming aspects associated with using digital technology to think critically,
communicate, collaborate, create and share knowledge
There is no evidence in the course of topics associated with using digital technology to
think critically, communicate, collaborate, create and share knowledge
Information Literacy
2
Core
1
Embedded
NE
Not Evident
There is evidence:
This is a core unit focussed on accessing, evaluating, referencing and/or managing
information resources relevant to the discipline or profession
Of at least one unit learning outcome, and consequently at least one assessment,
explicitly naming aspects associated with accessing, evaluating, referencing and/or
managing information resources relevant to the discipline or profession
There is no evidence in the course of subjects associated with accessing, evaluating,
referencing and/or managing information resources relevant to the discipline or
profession
Work Integrated Learning (WIL)
HD
Highly
WIL Highly Developed: Work or community-based experience
Developed
D
Developing
WIL evident in all unit learning outcomes which are verified by authentic assessment
E
Emerging
WIL evident in some unit learning outcomes which are verified by authentic
assessment
NE
Not Evident
WIL Not Evident: no evidence of WIL
NA
Not
WIL Not Applicable: WIL is not applicable in this unit
Applicable
Page 27 of 33
Appendix 3 – Assessment Data Source
Details about Assessments are shown in the categories below:
Choose
from:
Type
Task (examples)
Medium
(examples)
Role
Supervision
 Performance
 Submission
 Examination
 Test
 Presentation
 Reflection
Investigation
 Exercise
 Work placement
 Laboratory
 Exam
 Take home Exam
 Essay
 Report
 Case study
 Dissertation
 Portfolio








 Individual
 Pair
 Group
 Invigilated
 Highly developed (e.g.
work placement, fieldwork)
 non-invigilated
 Developing (e.g.
simulation, role-play or
case study)
 Emerging (e.g. theoretical
information based on
workplace)
 Not evident
Written
Oral
Practical
Performance
Visual
Calculations
Combination
Other
Authenticity
Principal Assessors
Feedback (examples)

















Teaching staff only
Industry only
Peer only
Self only
Teaching staff/industry
Teaching staff/peers
Teaching staff/self
External




Page 28 of 33
Grade
Mark
Rubric
Verbal
Annotated script
Group report
Individual email
Peer feedback
Specific feedback
sessions
Other electronic
means
Audio feedback
Audio/video
Self feedback
Appendix 4 – Assessment Moderation Arrangement / Strategies
Pre-Marking
Submission
Performance
Assessment task was reviewed (based on previous student
performance) and updated prior to publication of Unit
Outline
Assessment task was reviewed (based on previous student
/ staff feedback) and updated prior to publication of Unit
Outline
Assessment task is distinguished from, but comparable to,
task used in previous study periods
Students provided with rubric/marking key
Unit coordinator and co-assessor design/review assessment
task(s) and rubric/marking key(s) prior to publication of unit
outline
Marking team to discuss & reach consensus on applying
marking key/rubric
Unit coordinator and co-examiner design/review
assessment task(s) and marking key(s)
Students provided with rubric/marking key
Marking team to discuss & reach consensus on
applying marking key
Students provided with exemplars or marked exemplars
Intra-Marking
Post-Marking
Student conduct self or peer review using rubric/marking
key
Second marking of sample of assessments
Blind double marking (of clean copy) of sample of
assessments by two independent assessors
Anonymous marking (student identity hidden from
marker)
Check or second marking of borderline
Examination
Students provided with details of exam structure
Explicit induction of external supervisors for placement /
fieldwork assessment
Students provided with placement manual (includes details
of assessment)
Second marking of fails where presentations are recorded
Unit Coordinator to check sufficient information and
justification provided to support fail grades
Second marking of all fails
All marks entered in grade centre; Review of distribution of
marks
Spot check of outliers (high or low scoring
assessments)
Check marking of all threshold (around grade
boundaries eg 59/69/79/89) assessments
All marks entered in grade centre; Review of
distribution of marks
Spot check of outliers (high or low scoring assessments)
Check marking or second marking of all threshold (around
grade boundaries eg 59/69/79/89) assessments
Page 29 of 33
Appendix 5 – Learning Engagement Unit Design Rubric – Data Source for the Learning Engagement Map
Activity
Learning Resources
Personalisation
Support
1
2
 Learning activities are appropriately scaffolded for
introduction to material, practicing skills,
performance improvement.
 Staff and peer support is available and being utilised
by students.

 The student’s life and work experiences are
recognised and used to develop learning activities
that build on their previous learning.
 Students make some decisions about what and how
they learn.

 Learning resources support and promote skill
acquisition and practice needed for specified
learning activities and assessments.
 Learning resources include a variety of audio, visual
and texts and comply with universal design
guidelines for learning.





 Learning activities elicit performance demonstrating
learning outcomes and graduate attributes and
have clear instructions and expectations for
satisfactory as well as exemplary completion.
 Engaging activities are augmented (not dominated)
by short presentations delivered by learning
facilitators or students to scaffold and consolidate
learning.



3
Learning activities support progressively increasing
levels of performance.
Staff members act as mentors and critical peers.

The student’s life and work experiences are
recognised and used to develop responsibility for
their own learning.
Students make key decisions about what and how
to learn.

The student’s strengths, interests and aspirations
are elicited and used to personalise learning.
Learning resources facilitate interaction (e.g. case
studies, case examples, simulations).
Learning resources support the development and
practice of professional skills such as critical
thinking, communication, teamwork, leadership and
ethical reasoning appropriate to the discipline.
Audio, visual and text-based learning resources are
utilized in the unit’s learning engagement design to
build on the needs and interests of the student.

Students are actively involved in developing
artefacts and resources that support their own
learning and that of others.
Students engage in a wide range of multimodal
learning environments.
Activities use innovative patterns for student
participation and engagement, including activities
are actually in, or simulating, the real world activity
of a professional.
Activities require sustained effort over time,
supported by incremental tasks.
Learning activities are appropriately scaffolded for
introduction to material, practicing skills, and
performance improvement.





Students are developing and demonstrating selfdirection and lifelong learning skills
Students can draw on staff and industry experts for
guidance.
Tasks are based on active learning strategies,
including problem-based learning and tasks with
depth, complexity, and duration.
Activities address one or more graduate
attributes, offer multiple opportunities to practice
the skill or knowledge-in-action.
Activities provide means for creating knowledge
as well as consolidating and revising ideas; for
example, students contribute cases or create
activities relevant to their real-life and workplace
experiences.
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Feedback
Collaboration
1
2
 Networking opportunities with both synchronous
and asynchronous interactions are well-designed to
form a learning community.
 Collaboration activities reinforce learning outcomes
and build workplace skills such as networking,
negotiation and cooperation.
 Students develop an awareness of other
perspectives (global, multicultural and societal).

 Students are encouraged and assisted to complete
self-reflection tasks and are provided with
constructive feedback.
 Feedback is focused on helping the student improve
performance and develop new knowledge.
 Feedback involves the individual as well as peers.





3
Students work extensively on collaborative
problem-solving tasks (e.g. co-construction of
artefacts, reviewing and critiquing work, finding
resources, prioritising and making decisions) in both
face-to-face and online settings.
Students have opportunities to participate in realworld professional communities related to their
potential future employment.
Students develop a global, multicultural and societal
perspective via multiple opportunities for global
communication and collaboration.

Feedback is specific to the performance required
and elicited by an assessment that demonstrates
knowledge-in-action as well as ‘knowing’.
Feedback measures are situated in real-world
scenarios and activities.
Feedback includes individual and group reflection
and public sharing.





Students work in teams in a workplace setting or
on authentic workplace tasks.
Students proactively interact and collaborate with
professionals in their field.
Students successfully interact and collaborate in
different cultural and societal contexts.
Feedback opportunities are structured similar to
or actually within real-world settings (e.g.
performance reviews, peer reviews, public
presentations with question and answer sessions,
blind reviews, publishing opportunities.
Feedback measures real-life capabilities in
authentic settings. Students draw on staff and
industry experts for guidance.
Feedback is sought from the learning community
and professionals in the field.
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Appendix 6: Assessment Matrix
See Appendix 7 for the Unit Assessment Criteria Coding for the Assessment Matrix. The Unit Assessment Matrix provides an analysis of the quality of assessment that is based on the
information included in Unit Outlines. The analysis is based on Curtin’s Assessment Principles that underpin assessment policy at Curtin (see Assessment and Student Progression Manual
at http://policies.curtin.edu.au).
Where possible, the Assessment Principle (AP) has been identified within the Unit and Course Matrices.
Principle 1: Assessment practices will be subject to quality processes
Principle 2: Assessment aligns with intended learning outcomes
Principle 3: Assessment addresses Curtin graduate attributes
Principle 4: Assessment practices have a substantial impact on student learning
Principle 5: Assessment provides high quality and timely feedback to students
Principle 6: Courses and units include a variety of assessment types
Principle 7: Assessment is inclusive and equitable
Principle 8: Assessment is valid and reliable
Principle 9: Information about assessment is readily available
Principle 10: The amount of assessed work is manageable
Type of Assessment:
Submission - an assessment task for which the student submits an artefact for evaluation. The artefact may be electronic (text-based, non-text-based or media based) or physical.
Assessments in this category are recognised to have low to medium academic integrity depending on the strategies implemented to address assurance of individual student learning and
originality of student work.
Performance – an assessment task that involves the evaluation of a student performance or demonstration of a skill or competency. The performance may be live or recorded.
Assessments in this category are recognised to have medium to high academic integrity depending on the strategies implemented to assure fair and transparent assessment practices
through moderation
Examination – an assessment conducted under controlled and invigilated conditions. Assessments in this category are recognised to have medium to high academic integrity depending on
the nature of invigilation and strategies implemented to assure fair and transparent assessment practices through moderation.
N/E = Unable to ascertain from the unit outline
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Appendix 7: Unit Assessment Criteria Coding – data source for the Assessment Matrix
1
Unit outline (UO)
assessment detail
(AP9)





Engagement
with
feedback
(AP5)
Assurance of
Individual
learning (AP6,8)

Information about assessment is not in the UO or
sufficient detail is not provided
Non-standard UO format used; minimal details
included about assessment requirements
Information about late submission penalties
missing or refers to non-standard practices
Pass requirements not consistent with policy or
hurdle requirements not specified
Marking criteria not specified

Most or all assessment marking approaches do
not employ direct observation and/or there is no
evidence of strategies to assure academic
integrity and provide assurance of individual work
or originality of work




 Feedback primarily consists of marks/grades
 Feedback is generally received from a single source




Authenticity
(AP3,4)
2
Assessments do not have clearly visible
development of Curtin graduate attributes
beyond discipline knowledge
 Assessments do not resemble tasks performed in
the workplace
 The audience for assessment tasks is the
teacher/assessor only

3
Standard UO format used, basic information
about assessment requirements (weightings,
due dates) included
Marking criteria not specified
Pass requirements late submission policy, and
moderation procedures provided as boilerplate
text only

Some assessment marking approaches employ
direct observation and/or provide evidence of
strategies to assure academic integrity and
provide assurance of individual work or
originality of work
There are some processes in place to evidence
individual students’ contributions to group
assessments

Feedback is sometimes available from varied
sources
Students have opportunities to reflect and/or
provide feedback to peers
Feedback is provided in a timeframe/format
usable by students in subsequent assessments
Assessment tasks use hypothetical scenarios or
simulations where tasks are directly related to
tasks performed in the workplace but are
conducted in an academic format/context
Information about assessment is readily available to
students and sufficiently detailed within the UO
UO follows standard format and includes detailed information
about assessment requirements (weightings, due dates,
marking criteria sufficiently expressed to direct student effort)
Boilerplate text about pass requirements late submission
policy, and moderation procedures is accompanied by further
detailed information relevant to the unit
The balance of marks required to achieve a pass in this
unit are derived from assessments that assure individual
learning.
Assessment marking employs direct observation
Assessments that cannot be observed employ appropriate
measures to assure academic integrity and originality of
student work
Systematic strategies are in place to evidence individual
students’ contributions to group assessments
 Feedback is designed to be multifaceted; it is available in
multiple formats, from varied sources and provides
feedback of learning and feedback for learning
Students are involved in self-review and/or providing feedback
to peers
Students have opportunities to demonstrate how they have
used earlier feedback in their current work

Assessments have an impact on student learning and
visible development of Curtin graduate attributes
Assessment activities are tasks that graduates will perform in
the workplace
Assessments are conducted in real-life or simulated work
settings
The outputs/outcomes of assessment tasks are created for
and/or directly applied to the community/industry to solve real
world problems
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