• Design-1: Designs curricula, learning activities and resources to enable a range of learners to achieve course and program learning outcomes
  • Design-2: Engages students as partners in development of curricula, learning activities and resources
  • Design-3: Designs and sequences assessment tasks aligned with course and program learning outcomes
  • Design-4: Provides students with constructive, actionable feedback on their performance and analyses assessment results to inform teaching practice
Design and revision of assessments to be fit for purpose

Design and revision of assessments to be fit for purpose

Alignment of assessment tasks to learning outcomes and teaching strategies (i.e. constructive alignment) encourages students to adopt a deeper learning approach that, in turn, leads to more effective learning. A key aspect of constructive alignment is the use of ‘authentic’ and ‘fit for purpose’ assessments. That is, ‘real-life’ assessments that measure

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Development of an online objective structured clinical examination (OSCE) as an alternative to face-to-face assessment during COVID-19

Development of an online objective structured clinical examination (OSCE) as an alternative to face-to-face assessment during COVID-19

In the undergraduate Exercise Physiology program at UNSW, Objective Structured Clinical Examinations (OSCE) have been used in concert with other assessments of competency for close to a decade. In response to the challenges created by COVID-19, the Exercise Physiology clinical practicum team, led by Amanda Burdett, made changes to our OSCE; we deemed that 

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Design-3