The guide: what is it?
Each teaching period we update our Course Profile Completion Guide and Checklist with all the new policy and procedural requirements that have implications for what we put in our course profiles.
It follows the structure of the course profile illustrating where decisions need to be made and the requirements we need to follow to be compliant with current official University policy, procedure or practice.
Each iteration highlights in red the things that have changed since the previous teaching period.
You can access our guide from the link below.
What has changed since we last did course profiles?
Learning and Reading Lists
- For new courses, Convenors need to contact email@example.com to request the creation of a new reading list shell. Please do this prior to submitting your course profile for approval.
- The policy now also states that a Convenor can only ask campus bookshops to stock the required texts/resources if they are listed in the course profile via the reading list and available through the library.
- So please ensure your list is updated for each offering and that your bookshop ordering aligns with your reading list details.
- Under federal legislation HESA (2003) we cannot make students pay extra for any of the resources (or activities) that we set as a required component of the course. For example, quizzes “included” as part of a publisher’s text; or access to publisher’s electronic resources around which learning activities are built. If you suspect that publishers will make students pay, then speak to the library about finding an alternative resource.
Note: T1 2018 reading lists will be available from 28/11/17 for editing/updating.
In a recent change to the Assessment Policy, supplementary assessment is:
- Now available for Honours program (by coursework)
- No longer available in non-graded courses
TIP: For Honours coursework, if you do decide to allow a supplementary, answer “yes” to the query. You will need to then delete any other wording you had about supplementary assessment in text boxes as the system now auto-populates text and we want to avoid the possibility of contradictory language in the course profile.
Other points to consider:
Language describing educational technologies
It is handy to use generic language in the course profile when describing use of educational technologies. In the case of giving instructions for submitting assignments electronically, it is better to say “use the electronic submission as per the course site” than stipulating which tool will be used (e.g., SafeAssign or Turnitin) because sometimes we change our minds after the course profile is published, or the marking team wants to use a different tool. Once the instructions are published, however, we have to follow them.
This principle is also beneficial when considering the use of new or innovative educational technologies for assessment tasks. It is useful to consult with our Blended Learning Advisor, Karin Barac, or our Educational Designers, Michael Gleeson or Henry Cook, prior to finalising the course profile to make sure the educational technology will work the way you need it to.
As with the language around electronic submissions, once the tool/process is published in the course profile, we have to use it or follow it even if we find that it won’t work properly.
Be clear on your choice for Weighting and Marked out of column in assessment plan
Whatever you set in the Weighting and Marked Out Of column will be drawn across to the MESS automatically.
For example, some markers prefer to mark out of the weighting (if it is worth 55%, then it is marked out of 55).
Others prefer to mark out of 100 and then apply the weighting to make it worth 45% of the overall marks available.
We need to make sure that the Marks Centre is set up the same way as the detail in the course profile and that your marking team uses that same methodology. Otherwise significant issues and discrepancies can occur during marking processes.
If you have a team discuss with them ahead of time (if you can) what their preference is and include it in the course profile.
In order to track the changes of policy and procedure relevant to course profile decisions, I maintain two lists which you may find useful.
One is focussed on the policies and procedures related to assessment decisions, the other includes the policies and procedures that underpin the requirements for course profiles.