PP654 UniSa Freney - Final Report Feb 2010.pdf - Office for ...

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YesNoIf Yes please attach Descriptors in separate document.e.g. UniSA Descriptors are;High Distinction 85 – 100% Outstanding performance on all learningoutcomes.Distinction 75 – 84% Excellent performance on all learningoutcomes.Credit 65 – 74% High performance on all learning outcomesOR excellent performance on the majority ofthe learning outcomes.Pass 1 55 – 64% Satisfactory performance on all learningoutcomes OR high performance on somelearning outcomes compensates forunsatisfactory performance on others,resulting in overall satisfactory performance.Pass 2 50 – 54% Satisfactory performance on the majority oflearning outcomes.Fail 1 40 - 49% Unsatisfactory performance on a number oflearning outcomes OR failure to meetspecified assessment requirements.Fail 2 0 – 39% Unsatisfactory performance on the majority oflearning outcomes.4.0 Graduate QualitiesUniSA has a scheme called “Graduate Qualities” (GQs). Some or all of these qualitiesare developed by assessment tasks (assignments) and those that are relevant areemphasised to students so they get a sense of how the assignment is developing theseattributes/qualities. At UniSA there are 7 GQs: Body of Knowledge, Lifelong Learning,Problem Solving, Group and Individual Work, Ethical Action, Communication andInternational Perspective.4.1 Does your institution have a scheme like this?YesNo4.2 If Yes what is it called?Please describe the system or attach information5.0 Feedback FormsFeedback Forms are typically an A4 photocopied template used by staff to record andcommunicate assessment (grades and marks) and feedback comments to students.Use of Feedback Forms are mandatory at UniSA.5.1 Are they mandatory in your institution?Yes No Comments:If possible please provide samples (as attachments) of “Feedback Forms” (a.k.a.Assessment Forms, Assessment Proformas, Feedback Proformas, AssessmentTemplates etc.) that are used by staff to record marks/grades/comments etc and givenComputer Aided Feedback & Assessment System (CAFAS) 54
to students to inform them of their performance and indicate how they can improvetheir work.5.2 Is the use of “Rubric” Feedback Forms common in your institution?Yes No Comments:5.3 What do you estimate to be the maximum number ofassignments/assessments/projects in any one course/subject/unit? For example,UniSA policy sets a general limit of 3 assignments for any one course.Maximum number of assignments per course:5.4 What do you estimate to be the maximum number of assessment criteria typicallyused when assessing an assignment?Maximum number of assessment criteria per assignment:5.5 Would you be interested in being a member of a reference group to reviewprogress of the project at various stages of completion?Yes No Comments:5.6 Would you be interested in participating in trials of the system (scheduled for JulyAugust 2007)?Yes No Comments:Thanks for your help with providing this insight into your institution’s feedback andassessment approach. This will help to ensure that the CAFAS project is able to delivera system that is useful in your institution. If you have indicated that you would like tocontribute to the project either as a member of the reference group, or to participate intrials, we will be back in touch again shortly.Please email completed forms plus any attachments tomartin.freney@unisa.edu.au as soon as possible.Best regards,Martin FreneyCAFAS Project LeaderUniversity of South AustraliaPh: 08 8302 0271martin.freney@unisa.edu.auComputer Aided Feedback & Assessment System (CAFAS) 55
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Report - 2010COMPUTER AIDED FEEDBAC
Page 4 and 5: 1.0 Executive SummaryThe primary ob
Page 6 and 7: 2.0 OutcomesAs stated in the origin
Page 9 and 10: more understandable to the user. Cu
Page 12 and 13: later (in conjunction with formativ
Page 14 and 15: Generic descriptors of the institut
Page 16 and 17: At the conclusion of the assessment
Page 18 and 19: Thus there is the potential to buil
Page 20 and 21: institution.Product Collate researc
Page 22 and 23: A presentation at the ALTC Assessme
Page 24 and 25: These adjustments to the approach e
Page 27 and 28: Overall there were eight different
Page 29 and 30: CAFAS 7 . The students appreciated
Page 31 and 32: difficulties described previously,
Page 33 and 34: ALTC funded project), demonstrated
Page 35 and 36: grades based on their professional
Page 37 and 38: Quantification of the Programming T
Page 39 and 40: to the academic when designing a fe
Page 41 and 42: The staged trials of the system wer
Page 43 and 44: Colleagues from the Queensland Univ
Page 45 and 46: within the timeframe and the availa
Page 47 and 48: Assessment, University of South Aus
Page 49 and 50: 3. Installation of SoftwareWith ref
Page 51 and 52: If you have any comments or suggest
Page 53: e.g. Literature Review - Assignment
Page 57 and 58: Computer Aided Feedback & Assessmen
Page 59 and 60: Appendix D - Staff Questionnaire Re
Page 65 and 66: Appendix E - Comments Database Scre
Page 67 and 68: Appendix G - System SpecificationsC
Page 69 and 70: Specifications - Slider & RubricImp
Page 71 and 72: possibility of including hyperlinks
Page 73 and 74: Grade and Mark for Assignment 1Grad
Page 75: Fig 4Building on the previous asses
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