aligned with the goals performance of the assessment task requirements. which align with the Exemplars of completed learning outcomes of assessment tasks allow the course, and students to specific and detailed in operationalise and order to give students internalise academic clear expectations standards. The about the types and educational value of standard of these exemplars can be performance required increased if they are to successfully appropriately annotated complete the task. with explanatory Moderated exemplars comments or discussed of completed in class. assessment at a range of standards (HD to Fail) available on Learning@Griffith. Submission of All first year courses Early Performance Commencing students first assessment of study may at the first ‘fall Students who don’t tasks hurdle’ for a wide range submit their first/early of reasons (some out of assessment in a their control), and are first year course routinely not aware of the capacity of the system to Responses to submission need to be respond flexibly to genuine concerns (e.g., timely, to enable students extensions, special to recover. Responding to non-submissions at the consideration, study support). same time as for the assessment task are Students, especially returned defeats the students, purpose of this exercise. commonly do not seek timely help. This provides an early chance to problem solve and recover. Feedback Area of Focus Level of The Standard Rationale for the Assessment Standard Practice Facilitating assessment Optimally for all first Early Outcomes Students who feedback and feed year courses succeed on early Failure or poor result forward university As a minimum, for all on first/early assessment are likely first year threshold assessment in a to experience courses first year enhanced course. and those who do less well All, or selected first (e.g., fail, just pass or year courses will implement an who do worse than expected) are likely academic recovery to experience a loss process for commencing students of personal and
aligned with the goals of the assessment task which align with the learning outcomes of the course, and specific and detailed in order to give students clear expectations about the types and standard of performance required to successfully complete the task. Moderated exemplars of completed assessment at a range of standards (HD to Fail) available on Learning@Griffith. performance requirements. Exemplars of completed assessment tasks allow students to operationalise and internalise academic standards. The educational value of these exemplars can be increased if they are appropriately annotated with explanatory comments or discussed in class. Submission of first assessment tasks All first year courses of study Early Performance Students who don’t submit their first/early assessment in a first year course Responses to need to be timely, to enable students to recover. Responding to non-submissions at the same time as for the assessment task are returned defeats the purpose of this exercise. Commencing students may ‘fall at the first hurdle’ for a wide range of reasons (some out of their control), and are routinely not aware of the capacity of the system to respond flexibly to genuine concerns (e.g., extensions, special consideration, study support). Students, especially students, commonly do not seek timely help. This provides an early chance to problem solve and recover. Feedback Area of Focus Level of Assessment Practice The Standard Rationale for the Standard Facilitating assessment feedback and feed forward Optimally for all first year courses As a minimum, for all first year threshold courses Early Outcomes Failure or poor result on first/early assessment in a first year course. All, or selected first year courses will implement an academic recovery process for commencing students Students who succeed on early university assessment are likely to experience enhanced and those who do less well (e.g., fail, just pass or who do worse than expected) are likely to experience a loss of personal and submission
Standards%20for%20First%20Year%20Assessment.docx