The Good Practice Guides serve as a quick reference guide for those undertaking curriculum design, renewal, review, and evaluation activities. Although developed for use within occupational therapy, the key principles described in the Guides have relevance for other health professions and curriculum development and renewal more broadly. Cases accompany many of these Good Practice Guides.
Resource Library
The Resource Library contains a collection of higher education learning and teaching materials flowing from projects funded by the Commonwealth of Australia including those from the Australian Learning and Teaching Council.
Results may be sorted filtered by keywords.
62 resources found.
Building Capacity for Assessment Leadership via Professional Development and Mentoring of Course Coordinators
The University of Queensland
2009
Application of a Clinical Staff Development Model (Teaching on the Run) to Allied Health and Multi-Professional Audiences and to Rural and Remote Settings
The University of Western Australia
2009
Curtin University, Murdoch University, The University of Queensland
Teaching from Country: Increasing the Participation of Indigenous Knowledge Holders in Tertiary Teaching Through the Use of Emerging Digital Technologies
Charles Darwin University
2010
Enhancing Undergraduate Engagement Through Research and Enquiry
Macquarie University
2010
Technology for Nurture in Large Classes
The University of Queensland
2010
Teaching, Technology and Educational Design: The Architecture of Productive Learning Environments
The University of Sydney
2010
Raising the Profile of Diagnostic, Formative and Summative e-Assessments: Providing e-Assessment Design Principles and Disciplinary Examples for Higher Education Academic Staff
The University of Adelaide
2008
Building Capacity Among Emerging Occupational Therapy Academic Leaders in Curriculum Renewal and Evaluation at UQ and Nationally
The University of Queensland
2011
Student Assessment for Learning In and After Courses
University of Technology, Sydney
2010
Catholic University Leuven, Griffith University, Oxford Brookes University, The University of Edinburgh, The University of Melbourne, The University of Sydney, University of Wollongong
The web site is a rich source of information and inspiration for those setting, designing or redesigning, assessment tasks. It indicates the purpose for the materials, making it clear that the content is relevant for experienced teachers and educational developers and that the site is not designed for those seeking an introduction to assessment. The site contains only minimal information on items such as rubrics and marking schemes. This is not a deficiency; rather it is a reinforcement of the purpose of the site which is to facilitate change in the emphasis on assessment of current learning to assessment that values self-directed, self-managed and self-evaluated learners.
The web site is organised around the key principles of engaging students, setting authentic activities, scaffolding students in designing some assessments, setting integrative tasks, fostering learning and judgement, modelling and practice, working with peers, as well as giving and receiving feedback. Each section succinctly describes a principle, provides a brief articulation of how it could be implemented and then has a link to discipline examples.
The section titled "Towards informed judgement" is a particularly useful one and worth reading. The range of discipline examples for assessment for future learning is limited because only a few teachers are engaging with this issue. There are highly relevant literature references on assessment practices for future learning attributes.
The reader should also download the well-written synthesis of where assessment practices should be heading over the coming years, "Assessment 2020: Seven propositions for assessment reform in higher education".
Rethinking Assessment in the Participatory Digital World: Assessment 2.0
RMIT University
2011
The University of Adelaide
Indigenous Teaching and Learning at Australian Universities: Developing Research-Based Exemplars for Good Practice
The University of Melbourne
2011
This Fellowship aimed to provide practitioners in the field of Indigenous teaching with a set of ‘research-based, practical exemplars for good practice’. Fifteen suggested approaches to indigenous teaching are provided on the fellowship website which also includes a comprehensive resources section.
Articulating a Transition Pedagogy to Scaffold and to Enhance the First Year Student Learning Experience in Australian Higher Education
Queensland University of Technology
2009
This fellowship focussed on the important role of the curriculum in first year transition, success and retention. A research-based 'transition pedagogy' was articulated framed around the identification of six First Year Curriculum Principles that stand out as supportive of first year learning engagement, success. These principles are Transition, Diversity, Design, Engagement, Assessment and Evaluation and monitoring. Several discipline case studies, an extensive engaged dissemination strategy and other resources are available from the fellowship website.
This online resource provides practical ideas and strategies for academic and professional practitioners responsible for designing curricula to support first year university students. It advocates for intentional first year curriculum design using six first year curriculum principles: Transition, Diversity, Design, Engagement, Assessment, Evaluation and Monitoring. The website features resources including a briefing paper on first year assessment and checklists with useful tips for first year teachers, program coordinators and institutional leaders of learning and teaching. It would be particularly useful for academic staff responsible for designing first year curricula across disciplines. Professional staff who support first year curriculum design and delivery in such areas as blended learning will also find this a very useful site. This resource raises awareness of the multidimensional nature of the first year curriculum, drawing attention to the importance of supporting student diversity through the purposeful design of fit-for-purpose learning activities and assessment tasks. As such it would be useful for academic development staff who provide institution-level support to enhance the quality of first year curricula. The focus on evaluation and monitoring is particularly important for its emphasis on the value of continuous review and improvement of first year curricula. Discipline-based case studies are another feature of the resource. Exemplars are drawn from such fields as Law and the Creative Arts, IT and Biology. Kift has sought the input of Australian and international expert commentators who review the case studies and provide input on key issues. This dimension is particularly useful as it provides an indication of the international relevance and appeal of the resource, as well as the rigour of its approach. In terms of accessibility, the website does not readily emerge from a quick Google search of the internet, so users may want to bookmark the site. Nevertheless, once you arrive, you will find the site relatively easy to navigate and resources readily downloadable using PDF-reading software. One of the challenges you may encounter is that this resource site is embedded within a larger site. If you navigate away from the ‘Transition Pedagogy’ area and follow some of the hyperlinks, it can be a little difficult to find your way back. It is important to be aware of this if you decide to pursue some of the interesting and informative links on the site.
Working in the Third Space: Promoting Interdisciplinary Collaboration to Embed English Language Development into the Disciplines
Curtin University
2014
Community, Domain, Practice: Facilitator Catch Cry for Revitalising Learning and Teaching Through Communities of Practice
University of Southern Queensland
2014
Practical Leadership for Developing and Sustaining First-Year Learning Environments that Facilitate the Success of a Diverse Student Population
Griffith University
2014
Economics Standards for Australian Higher Education
Griffith University
2014
Standards for Online Education (SOE)
Macquarie University
2014
Building Leadership Capacity in Undergraduate Students
Edith Cowan University
2014
Collaborating Across Boundaries: A Framework for an Integrated Interprofessional Curriculum
The University of Adelaide
2015
Developing Pedagogical Models for Building Creative Workforce Capacities in Undergraduate Students
Queensland University of Technology
2007
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