2. The expectations, including assessment requirements, were clear
Based on student feedback and a series of conversations with ABP subject coordinators, BEL+T has produced a set of Tactics for Assessment-Related Expectations around this ESS question. This document presents student commentary, tactics used by subject coordinators and things to consider for their applications. Please use this guide in conjunction with the information on this page.
This ESS question highlights the importance of Assessment and Coordination within the overall DIAgram.
Compared to the SES questions used in past years, the focus on clarity of expectations is more targeted than the quality of coordination in general.
The qualitative descriptors of Great Teaching that align with this question are listed below, as well as some tactics to improve each.
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Explicit
Submission requirements are explicit, including how these will be assessed (e.g., via rubrics).
Tactics to consider:
- Providing ways for students to confirm their understanding of assessment requirements through framed peer reviews prior to submissions.
- Setting aside time to discuss rubric terms and translation with staff and students.
- Ensuring subject guide includes submission requirements, details and deadlines, and referring back to these often.
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Consistent
Students are receiving consistent messages from all staff members about subject expectations and objectives.
Tactics to consider:
- Communicating regularly with teaching colleagues to develop and confirm a consistent understanding of key points.
- Providing a structure and set of objectives for each tutorial that clarifies the objectives, while leaving room for tutors to personalise their approach.
- Observing at least one of each tutor’s sessions per semester and providing feedback.
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Clear
Subject documentation is straightforward and transparent in terms of expectations of students.
Tactics to consider:
- Communicating the structure of the subject clearly to students.
- Acting in line with communicated timeframes and deliverables.
- Connecting subject documentation to the University and ABP Faculty context.
If you have other tactics relevant for this ESS question, please contact BEL+T to share them!
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Additional Resources and References
- Using assessment rubrics. The University of New South Wales.
- Lefoe, G. E., Parrish, D. R., Keevers, L. M., Ryan, Y., McKenzie, J., & Malfroy, J. (2013). A CLASS Act: The teaching team approach to subject coordination. Journal of University Teaching & Learning Practice 10(3).
- Slattery, J. M., & Carlson, Janet. F. (2010). Preparing an effective syllabus: current best practices. College Teaching 53(4).