Overview
In secondary education, assessment is crucial, with preservice teachers needing to understand how the brain learns and its implications for assessment. This unit encompasses brain information flow, assessment strategies, valid and reliable judgments, moderation, feedback, reporting and utilising assessment data to inform teaching. It underscores evidence-based research in assessment and neuroscience to enhance your practice and maximise student achievement and well-being.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 3 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Zoom session and email
Make assessment clearer
Improve clarity and conciseness of assessment.
- Comprehend how to develop, select and use assessment strategies to assess student learning informed by neuroscience
- Synthesise high-quality assessment principles, student feedback, reporting and moderation processes to support consistent and comparable judgements of student learning informed by neuroscience
- Elaborate on how to use student assessment data to identify student interventions and modify teaching practice
- Integrate the knowledge of novice vs expert learners, brain learning and retention processes, mastery progression, and neuromyths to inform and adapt educational practices effectively.
Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:
1.2 Understand how students learn
5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
Successful completion of this unit also provides opportunities for students to engage with the following Learning Outcomes from the AITSL Core Content 1 – The Brain and Learning:
1.1 Knowledge of what it means to be a ‘novice’ learner in comparison to an ‘expert’. Knowledge of and skill in the related implications for practice.
1.2 Knowledge of the most efficient and effective process of knowledge acquisition in the brain, including the function of memory and the concept of cognitive overload.
1.3 Knowledge of the process that occurs in a novice brain during progression towards mastery. Knowledge of and skill in the need to adjust practice in response.
1.4 Knowledge and understanding of common neuromyths and the impact of their perpetuation.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Project (applied) - 40% | ||||
| 2 - Project (applied) - 50% | ||||
| 3 - Online Quiz(zes) - 10% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | ||||
| 2 - Communication | ||||
| 3 - Cognitive, technical and creative skills | ||||
| 4 - Research | ||||
| 5 - Self-management | ||||
| 6 - Ethical and Professional Responsibility | ||||
| 7 - Leadership | ||||
| 8 - First Nations Knowledges | ||||
| 9 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
Upgrade Your Teaching: Understanding by Design Meets Neuroscience
- Edition: 1 (2019)
- Authors: Jay McTighe and Judy Willis, M.D.
- ASCD
- Alexandria Alexandria , Virginia , USA
- ISBN: 978-1-4166-2734-0
PDF E-Book ISBN: 978-1-4166-2736-4
PDF E-Book ISBN: 978-1-4166-2736-4
Additional Textbook Information
It is strongly recommended that students access their own copy of this text, either in hardcopy or in digital form.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing styles below:
For further information, see the Assessment Tasks.
k.purnell@cqu.edu.au
k.black2@cqu.edu.au
Week 1
Begin Date: 04 Nov 2024Module/Topic
Module 1 - The Brain and Learning (AITSL 1.2 & 1.5)
Chapter
Our Unit textbook by McTighe & Willis (2019), Upgrade Your Teaching: Understanding by Design meets Neuroscience.
Pages are available here.
Introduction & Chapter 1
Events and Submissions/Topic
Week 2
Begin Date: 11 Nov 2024Module/Topic
Module 1 - The Brain and Learning (AITSL 1.2 & 1.5)
Chapter
McTighe & Willis (2019), Upgrade Your Teaching: Understanding by Design meets Neuroscience.
Pages are available here.
Chapter 2
Events and Submissions/Topic
Week 3
Begin Date: 18 Nov 2024Module/Topic
Module 1 - The Brain and Learning (AITSL 1.2 & 1.5)
Chapter
McTighe & Willis (2019), Upgrade Your Teaching: Understanding by Design meets Neuroscience.
Pages are available here.
Chapter 3
Events and Submissions/Topic
Week 4
Begin Date: 25 Nov 2024Module/Topic
Module 1 - The Brain and Learning (AITSL 1.2 & 1.5)
Chapter
McTighe & Willis (2019), Upgrade Your Teaching: Understanding by Design meets Neuroscience.
Pages are available here.
Chapter 2
Events and Submissions/Topic
Week 5
Begin Date: 02 Dec 2024Module/Topic
Module 1 - The Brain and Learning (AITSL 1.5)
Chapter
McTighe & Willis (2019), Upgrade Your Teaching: Understanding by Design meets Neuroscience.
Pages are available here.
Chapter 5
Events and Submissions/Topic
Week 6
Begin Date: 09 Dec 2024Module/Topic
Module 2 - Assessing Student Learning (AITSL 5)
Chapter
McTighe & Willis (2019), Upgrade Your Teaching: Understanding by Design meets Neuroscience.
Pages are available here.
Chapter 6
Events and Submissions/Topic
Week 7
Begin Date: 16 Dec 2024Module/Topic
Module 2 - Assessing Student Learning (AITSL 5)
Chapter
McTighe & Willis (2019), Upgrade Your Teaching: Understanding by Design meets Neuroscience.
Pages are available here.
All chapters
Events and Submissions/Topic
Vacation Week
Begin Date: 23 Dec 2024Module/Topic
Chapter
Events and Submissions/Topic
Vacation Week
Begin Date: 30 Dec 2024Module/Topic
Chapter
Events and Submissions/Topic
Week 8
Begin Date: 06 Jan 2025Module/Topic
Module 2 - Assessing Student Learning (AITSL 5)
Chapter
McTighe & Willis (2019), Upgrade Your Teaching: Understanding by Design meets Neuroscience.
Pages are available here.
All chapters
Events and Submissions/Topic
Week 9
Begin Date: 13 Jan 2025Module/Topic
Module 2 - Assessing Student Learning (AITSL 5)
Chapter
McTighe & Willis (2019), Upgrade Your Teaching: Understanding by Design meets Neuroscience.
Pages are available here.
All chapters
Events and Submissions/Topic
Week 10
Begin Date: 20 Jan 2025Module/Topic
Completion of responses to AT3.
Chapter
Events and Submissions/Topic
Week 11
Begin Date: 27 Jan 2025Module/Topic
Chapter
Events and Submissions/Topic
Week 12
Begin Date: 03 Feb 2025Module/Topic
Chapter
Events and Submissions/Topic
Exam Week
Begin Date: 10 Feb 2025Module/Topic
Chapter
Events and Submissions/Topic
1 Online Quiz(zes)
Complete "The Social Brain" micro-credential and quiz, achieving 16 or more correct answers out of 20 to earn the Digital Badge for 20 hours.
The micro-credential and quiz are available at https://bedifferent.cqu.edu.au/course/view.php?id=2469
Submit your PDF digital badge on our unit Moodle website for AT1.
1
Other
Week 5 Tuesday (3 Dec 2024) 12:00 pm AEST
Submit your PDF digital badge on our unit Moodle website for AT1.
Week 6 Friday (13 Dec 2024)
Online result
Complete "The Social Brain" micro-credential and quiz, achieving 16 or more correct answers out of 20 to earn the CQU Digital Badge for 20 hours.
- Comprehend how to develop, select and use assessment strategies to assess student learning informed by neuroscience.
- Synthesise high-quality assessment principles, student feedback, reporting and moderation processes to support consistent and comparable judgements of student learning informed by neuroscience.
2 Project (applied)
Using our unit Moodle resources for Module 1, create a resource for teachers on the brain and learning (AITSL, 2023) of about 2,200 words. Include sections on:
o Novice vs. Expert Learners - Neuroplasticity
o How the Brain Learns, Retains, and Masters Information
o Neuromyths
o A 6-minute video on Mitigating Neuromyths or Optimising Student Learning
Primarily use Module 1 on our unit's Moodle site resources.
Week 6 Tuesday (10 Dec 2024) 12:00 pm AEST
Submit as a Word document.
Week 9 Tuesday (14 Jan 2025)
Following moderation.
Criteria and Standards Descriptors for AT2 and AT3
Pass (50 to 64%) AT1: 20-25; AT2: 25-32
Task Completion - The main requirements of the task are addressed, demonstrating a basic understanding of the subject matter.
Communication of Ideas - The response evidences a basic understanding of the topic, with ideas communicated clearly but needing more depth and complexity. Some attempt is made to structure the response, though it may need to be more consistent. Errors in grammar and syntax are present but do not significantly impede understanding.
Continuity and Flow - The response is generally organised but may have occasional lapses in flow and continuity. Transitional phrases are limited, resulting in a somewhat disjointed reading experience.
Audience Engagement - Basic understanding of audience needs. Simple engagement techniques used with some effectiveness.
Writing Style - The response demonstrates a basic understanding of the style with the correct use of in-text citations and references. However, there may be several errors in the use of the style.
Use of AT1 Feedback in AT2 - No or limited use of marker feedback. The same errors are repeated.
Credit (65 to 74%) AT1: 26-29; AT2: 33-37
Task Completion - The task's requirements are addressed with adequate detail and accuracy. The subject matter is well understood, and most concepts are explained correctly.
Communication of Ideas - The response evidences a good understanding of the topic, with ideas communicated clearly and logically and significant evidence of critical thinking. The structure of the response is generally coherent and organised. There are few errors in grammar and syntax, but they do not impede understanding.
Continuity and Flow - The response maintains a logical structure with clear transitions between sections. Transitional phrases are used effectively to connect ideas, though some areas may still feel slightly abrupt.
Audience Engagement - Good understanding of audience needs with examples. Several engagement techniques used effectively.
Writing Style - The response shows a good grasp of the style with mostly accurate in-text citations and references. There may be occasional minor errors in the use of the style.
Use of AT1 Feedback in AT2 - Reasonable use of marker feedback on how to improve.
Distinction (75 to 84%) AT1: 30-34; AT2: 38-42
Task Completion - All aspects of the task are thoroughly addressed with detailed and accurate information, showing a strong understanding of the subject, providing clear and insightful explanations.
Communication of Ideas
The response demonstrates a thorough understanding of the topic, with ideas communicated clearly, logically, and in depth. The response is well-structured and organised, with a clear progression of ideas. There are minimal errors in grammar and syntax.
Continuity and Flow - The response is well-structured, with smooth transitions that guide the reader through the content. Each section flows logically into the next, creating a cohesive narrative.
Audience Engagement - Thorough understanding of audience needs with detailed examples. Highly effective and engagement techniques.
Writing Style - The response displays a strong understanding of style with accurate and consistent use of in-text citations and references. Very clear attention to detail and adherence to the style's guidelines.
Use of AT1 Feedback in AT2 - Precise use of marker feedback, as relevant.
High Distinction (85 to 100%) AT1: 35-40; AT2: 43-50
Task Completion- All aspects of the task are thoroughly addressed with advanced, comprehensive, and detailed information. The work exhibits excellent understanding with deep insights and sophisticated analysis.
Communication of Ideas - The response shows an exceptional understanding of the topic, with ideas communicated with outstanding clarity, depth, and insight. The response is expertly structured and organised, with a seamless progression of ideas. There are no errors in grammar and syntax.
Continuity and Flow - The response exhibits a high level of coherence with seamless transitions between sections. The flow is natural and intuitive, enhancing the reader's understanding and engagement.
Audience Engagement -Exceptional understanding with insightful examples. Innovative and highly effective engagement techniques.
Writing Style -The response exhibits an excellent command of APA style with flawless in-text citations and references. Formatting is precise and consistent throughout, demonstrating a thorough understanding and meticulous application of the style's guidelines.
Use of AT1 Feedback in AT2 - Explicit use of marker feedback, as relevant, with no errors.
Note: The "Fail" grade is below 50%. AT1 <20; AT2 < 25
- Comprehend how to develop, select and use assessment strategies to assess student learning informed by neuroscience.
3 Project (applied)
Using our unit Moodle resources for Module 2 and the McTighe and Willis book – pages available here - create a resource for teachers about assessing student learning (AITSL Standard 5, 2022) of about 2,500 words. Use the following sections:
1. Assessing Student Learning
· Define and give examples of informal and formal assessment methods
· State the purposes of diagnostic, formative, and summative approaches
2. Providing Feedback
· State why it is essential to give timely and appropriate feedback to students
3. Making Judgements
· Describe assessment moderation processes for ensuring consistent judgments
4. Interpreting Student Data
· Discuss how to use assessment data to modify teaching practices
5. Reporting on Achievement
· Describe strategies for reporting student progress to students and parents
. Explain the importance of maintaining accurate assessment records
Predominantly use Module 2 on our unit's Moodle site resources and the textbook by McTighe and Willis (2019).
Week 10 Tuesday (21 Jan 2025) 12:00 pm AEST
Submit your response on our unit Moodle website for AT3.
Exam Week Friday (14 Feb 2025)
Following moderation.
Criteria and Standards Descriptors for AT2 and AT3
Pass (50 to 64%) AT1: 20-25; AT2: 25-32
Task Completion - The main requirements of the task are addressed, demonstrating a basic understanding of the subject matter.
Communication of Ideas - The response evidences a basic understanding of the topic, with ideas communicated clearly but needing more depth and complexity. Some attempt is made to structure the response, though it may need to be more consistent. Errors in grammar and syntax are present but do not significantly impede understanding.
Continuity and Flow - The response is generally organised but may have occasional lapses in flow and continuity. Transitional phrases are limited, resulting in a somewhat disjointed reading experience.
Audience Engagement - Basic understanding of audience needs. Simple engagement techniques used with some effectiveness.
Writing Style - The response demonstrates a basic understanding of the style with the correct use of in-text citations and references. However, there may be several errors in the use of the style.
Use of AT1 Feedback in AT2 - No or limited use of marker feedback. The same errors are repeated.
Credit (65 to 74%) AT1: 26-29; AT2: 33-37
Task Completion - The task's requirements are addressed with adequate detail and accuracy. The subject matter is well understood, and most concepts are explained correctly.
Communication of Ideas - The response evidences a good understanding of the topic, with ideas communicated clearly and logically and significant evidence of critical thinking. The structure of the response is generally coherent and organised. There are few errors in grammar and syntax, but they do not impede understanding.
Continuity and Flow - The response maintains a logical structure with clear transitions between sections. Transitional phrases are used effectively to connect ideas, though some areas may still feel slightly abrupt.
Audience Engagement - Good understanding of audience needs with examples. Several engagement techniques used effectively.
Writing Style - The response shows a good grasp of the style with mostly accurate in-text citations and references. There may be occasional minor errors in the use of the style.
Use of AT1 Feedback in AT2 - Reasonable use of marker feedback on how to improve.
Distinction (75 to 84%) AT1: 30-34; AT2: 38-42
Task Completion - All aspects of the task are thoroughly addressed with detailed and accurate information, showing a strong understanding of the subject, providing clear and insightful explanations.
Communication of Ideas - The response demonstrates a thorough understanding of the topic, with ideas communicated clearly, logically, and in depth. The response is well-structured and organised, with a clear progression of ideas. There are minimal errors in grammar and syntax.
Continuity and Flow - The response is well-structured, with smooth transitions that guide the reader through the content. Each section flows logically into the next, creating a cohesive narrative.
Audience Engagement - Thorough understanding of audience needs with detailed examples. Highly effective and engagement techniques.
Writing Style - The response displays a strong understanding of style with accurate and consistent use of in-text citations and references. Very clear attention to detail and adherence to the style's guidelines.
Use of AT1 Feedback in AT2 - Precise use of marker feedback, as relevant.
High Distinction (85 to 100%) AT1: 35-40; AT2: 43-50
Task Completion- All aspects of the task are thoroughly addressed with advanced, comprehensive, and detailed information. The work exhibits excellent understanding with deep insights and sophisticated analysis.
Communication of Ideas - The response shows an exceptional understanding of the topic, with ideas communicated with outstanding clarity, depth, and insight. The response is expertly structured and organised, with a seamless progression of ideas. There are no errors in grammar and syntax.
Continuity and Flow - The response exhibits a high level of coherence with seamless transitions between sections. The flow is natural and intuitive, enhancing the reader's understanding and engagement.
Audience Engagement -Exceptional understanding with insightful examples. Innovative and highly effective engagement techniques.
Writing Style -The response exhibits an excellent command of APA style with flawless in-text citations and references. Formatting is precise and consistent throughout, demonstrating a thorough understanding and meticulous application of the style's guidelines.
Use of AT1 Feedback in AT2 - Explicit use of marker feedback, as relevant, with no errors.
Note: The "Fail" grade is below 50%. AT1 <20; AT2 < 25
- Synthesise high-quality assessment principles, student feedback, reporting and moderation processes to support consistent and comparable judgements of student learning informed by neuroscience.
- Elaborate on how to use student assessment data to identify student interventions and modify teaching practice.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
