Assumed Knowledge Assumed Generic Academic and Study Skills One year course in each Degree Program in the first trimester May also include programs with advanced standing in which second Year students are new to university. Readiness Each Griffith degree program identifies at least one course in their first trimester which will provide systematic opportunities for students to develop academic and/or study skills relevant to success in the particular discipline (e.g., completion of the Study Smart online tutorial as part of the assessment package). Program Directors may wish to customise academic and study skills development programs to optimise student success in the particular discipline. is an online tutorial covering foundational academic and study skills that are core to academic success. Topics cover researching, writing and studying at Griffith University. This tutorial provides students with strategies, resources and interactive learning activities designed to enhance their academic success. Assumed entry level Disciplinary Procedural Knowledge First Year threshold courses (viz. the key disciplinary courses building threshold knowledge, & usually perceived to be the most difficult by students). Readiness Each Griffith degree program identifies the key disciplinary-relevant knowledge and skills assumed that commencing students will possess in key or threshold first-trimester first-year courses. A brief (15 minute) not for marks diagnostic quiz/test be administered to commencing students in the first two weeks of trimester in key courses. This can be either online through Learning@Griffith or in class. A self-scoring process be employed and standard feedback and encouragement provided to students. Assumed knowledge, in this context, refers to the baseline at which we start to teach our commencing students. That is, the starting assumptions we make about what our commencing students already know or can do and upon which our starting curriculum is founded. The extent to which we ‘get this right’ can have a potent influence on students’ academic efficacy and subsequent success. Assumed knowledge may vary as a function of a student’s pathway into university and their prior level of academic achievement. . Assumed knowledge, is particularly relevant in courses and programs where commencing students are expected to have basic mastery of specific key concepts or procedures (e.g., particular levels/types of numeracy for
statistics, accounting, physics & chemistry). Formative assessment All first year courses Early Engagement All first year courses will include an early assessment task which is: Formative or developmental in nature (so that learning is the primary or equal focus) Low stakes (weighted so that failure/underperformance is not significantly consequential (e.g., Typical (representative of an assessment type that will be commonly encountered in the discipline) Scheduled early in trimester (so that recovery is readily achieved) (within the first 4 weeks) Offer timely and useable feedback (so that affirmation and diagnosis are incorporated) Linked to mechanisms or resources that facilitate further learning or address skill deficits (so that action can be taken/adjustments made) Formative assessment has been found to be important to incorporate in the design of an assessment system to optimally support commencing students’ engagement and learning. The more that formative purposes or functions are evident in first-year courses, the more likely students are to report being engaged in useful learning, and to be developing the capabilities of and independent learning. Assessment systems which demonstrate these features are more likely to be purposefully and progressively scaffolding learner independence and enjoyment. Student Preparation and Submission Area of Focus Level of Assessment Practice The Standard Rationale for the Standard Providing clear assessment goals and standards All first year courses of study Early Performance All first year courses will provide students with A list of detailed criteria for all assessment tasks undertaken in their courses. Criteria need to be: Explicit assessment criteria are a for effective student performance on assessment tasks. There is evidence to indicate that commencing student’s failure on first assessment tasks can be increased as a function lack of clarity concerning
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