Online course assessment tool

The course provides detailed descriptions for all visual elements.

Content is provided in additional formats that improve access and retention.

All core content is visible and searchable.

Pages are structured using headings and semantic elements.

Passes WCAG accessibility checks.

Transcripts are supplied as well as file alternatives.

Content is hidden by interactive elements.

Course content is not structured semantically.

Fails WCAG accessibility checks.

Transcripts and file alternatives are not supplied.

The course has a simple to follow structure with additional wayfinding elements throughout the course.

Use of pull quotes and highlight boxes to signal key information.

Provides illustrated step-by-step instructions to students or walkthrough examples.

Course is laid out in a linear fashion and provides sufficient instruction.

Relevant tools and information is provided to students upfront.

Course is difficult to navigate and/or follow.

Information for students is missing.

Students are assessed according to goals and expectations for learning that they have set for themselves.

Provides additional guidance to allow students to set personal goals for their learning

Utilises rubrics to effectively set marking criteria and grade expectations

It is unclear what students are expected to do during the course.

Students are able to choose their own suite of technologies and tools to assist their learning.

How-to guides and examples are provided for additional external tools and technologies used throughout the course.

There is no assumed knowledge for any of these tools.

Uses only core tools within MyUni and provides support and links to help.

Information and support links are missing. Technology use is not explained or supported.

Actively facilitates direct interaction.

Negotiates different levels and modes of interaction.

Provides opportunities for student-student and student-teacher interaction.

Sets expectations for key interaction points

Interactions between students and teachers are unclear.

Every activity provides value to the student and expands upon their skills and knowledge.

Most activities create value for the student and furthers their learning.

A clear purpose for all student activities is apparent throughout the course.

A clear outcome or purpose is not evident in student activities.

Using real-world tasks, students gain experience in preparation for their professional careers.

The student's learning is situated in their lived experience and contemporary society.

Assessments relate to professional tasks expected in the workforce.

Content and activities draw on the student’s lived experience and contemporary society.

Content throughout the course links back to professional practice

Activities draw on the student’s lived experience and contemporary society.

Lacks links to professional practice, the student’s experience or contemporary society.

Assessments make use of a wide variety of media to develop new skills and engage with course content in different ways.

Assessments require students to provide evidence of learning in a variety of ways suited to the discipline.

Assessments are clear evidence for learning outcomes.

Students are given adequate time to complete the assessments.

Assessments don't align to learning outcomes.

Assessments do not adequately test students according to the appropriate AQF level.

Assessments require too much time or complexity to finish within the time frame.

Assessments are not varied enough to assess a variety of student skills or knowledge.

Students participate in the curation of content for the course, adding to a bank of shared resources for all learners.

Students engage in curating content that relates to contemporary issues which is relevant to current practice.

Content is curated to ensure that it meets the student’s level of understanding, utilises contemporary issues and is relevant to current practice.

Content is too difficult to understand, is overwhelming or is dated.

Students contribute to the learning of their peers through sharing, interaction and activity-based learning.

Students develop and contribute to their own learning by engaging in scholarly practice.

Courses are driven by assessment tasks and students create evidence of their learning journey.

Courses are content driven and don't provide opportunity to actively engage in scholarly practice.

The assessment model for the course has a "cascade" approach. Each assessment and its feedback flow into the next task.

Checks are made to ensure students embed feedback to improve the work overall.

Assessments are structured to allow students to build their feedback into their next assessment to demonstrate their learning.

Assessments are structured to ensure that feedback can be acted upon to help develop the student's skills.

Assessment feedback doesn't result in any action by students.

The course comes with an active communication plan with key touch points, communications and contact pre-prepared.

Touch points and activities are available to students throughout the course as well as ad-hoc communications.

Communication across multiple channels is clearly articulated to students.

The purpose of different channels is explained along with expectations of response time.

Communication is limited or lacks flexibility in times or methods.

The course includes learning activities that encourage students to cooperate and work together.

The course includes learning activities which allow students to construct arguments and debate topics.

The course includes facilitated discussion forums and online tutorials.

Course lacks discussion points or facilitated discussion.

The course is structured to allow students to pursue their own direction of enquiry and seek new evidence which contributes to the major component of their learning within the course.

The course includes learning activities and assessments which allow students to pursue their own direction of enquiry and share their findings with other students.

The course includes links to resources which students can access to extend their learning beyond what is provided within the course.

The course is too focussed and rigid. Doesn't provide space for exploration beyond the course.

Students communicate their new knowledge using non-traditional formats and forms, utilising visual and oral communication methods in order to develop new skills.

Students explore and research defined areas within the course on their own.

They are required to develop new skills to aid their research and communication of their knowledge.

Students are introduced to new concepts and develop their writing skills through increasingly challenging assessments.

Students only perform rudimentary tasks that don't provide a significant challenge of skill or knowledge.

The course coordinator and tutor participate together with students at key points within the course.

The course coordinator is active in the delivery of teachable moments throughout the course.

The tutor is present throughout the main touchpoints within the course - Zoom, announcements and discussion threads.

The course coordinator's guiding voice is present throughout the teaching content within the course.

The course also includes clear instructions on how students can contact their tutor for further support.

The student is addressed directly throughout the course.

The guiding voice is missing from key moments in the course.

The course lacks personality and a human touch.

The text is dry to read and doesn't seek to engage with the student.

Students are asked to develop their own purpose for learning and define value.

The course adapts to that value by adjusting assessments and tasks to align with the student’s intentions.

Students are asked to share their purpose for learning and how they would like to shape the course outcomes to create value for them.

Students are provided with clear purpose statements throughout the course and learning outcomes are linked to professional practice.

Purpose of the activities or content is not made clear to students.

The course offers students tools to test their current knowledge and recommends a reduced or more advanced learning pathway according to their needs.

The course has been designed to allow students to adjust how many hours they spend on learning and assessments to suit their weekly schedule.

The course has been designed for students to spend no more than 20 hours a week to complete all learning and assessments.

The course requires too much time to complete the necessary tasks.

The course creates conflicting priorities for students.

Students take on real-world tasks as part of their learning.

Student assessment tasks mirror professional practice and provide the space to demonstrate the necessary skills and knowledge required in the profession.

Activities and assessments are similar to professional activities.

Tasks build students' capabilities for professional practice.

Activities do not reflect professional practice or lack authenticity.