When adopting a scholarly approach to learning and teaching one is introduced to many new terms and concepts. Knowing and utilising the appropriate terminology is imperative for engaging with the Scholarship of Teaching and Learning (SoTL) and for academic promotion or teaching award applications. On this page you will find some of the key words along with their definitions. We will be adding one word every month from May 2019 onwards.
If you have a question related to university teaching terminology, or a suggestion for what educational word or phrase should be included this year, contact [email protected].
Assessment Task
An assessment task refers to a specific activity relating to any method of assessment that requires students to demonstrate their learning towards an intended learning outcome.
Blended learning
Blended learning is an education program (formal or informal) that combines online digital media with traditional classroom methods requiring the physical presence of both teacher and student, with some element of student control over time, place, path, or pace.
Course learning outcomes (CLOs)
The knowledge, skills, attributes, and practices that students need to demonstrate to complete a specific course or courses within a designated program. Course learning outcomes align with program learning outcomes.
There is more information about learning outcomes at this link: Alignment of Learning Outcomes.
Curriculum Alignment
Curriculum alignment means that learning outcomes are used as a guide to design teaching and assessment strategies. Course learning and teaching activities are aligned to the learning outcomes, and assessment is designed to judge student achievement of the learning outcomes. This ensures that graduates achieve the stated aims and objectives. Curriculum alignment is incorporated in the design of all courses and programs at UNSW.
Formative assessment
A formative assessment is designed to give students information about their progress that supports and guides their further learning. Generally speaking, it involves students performing a task and receiving feedback that helps them determine what aspects of the course content they have mastered, what needs work, and how to improve.
Graduate Capabilities
The University's graduate capabilities are the generic knowledge, skills, attributes, and practices that students are required to develop and evidence by the time they finish their studies. These capabilities are common to all programs and are integrated into program learning outcomes.
More information about Graduate Capabilities can be found at this link: UNSW Graduate Capabilities
Meta-reflection
Meta-reflection is the process of examining and analysing one's own thoughts, reactions, ideas, problem solving, and critical evaluation – in other words, reflecting on one's reflections.
Multimodal learning
Multimodal learning involves instructors using oral, audio, visual, written, tactile, gestural, and spatial representations to present information to students, and students using all these modes to learn, interact, and be assessed.
Pedagogy
The art, theory and practice of teaching.
Program
A structured progression of study leading to the award of a degree, diploma, or certificate. Programs are structured as sequenced combinations of core and elective courses. Many programs also require students to major in one or more areas of specialisation. Programs can award an undergraduate, postgraduate, or research qualification; some programs are structured as dual-award programs.
Program Learning Outcomes
The specific knowledge, skills, attributes, and practices, including the University's graduate capabilities, that students need to demonstrate in completing a program.
Here is more information on mapping program learning outcomes.
Quality enhancement
Quality enhancement refers to the continuous improvement of learning and teaching, informed by robust
evaluation data. It involves a series of systematic and continuous actions that lead to improvements in education outcomes for students.
More information on the UNSW education quality policy can be found here.
Rubric
A rubric for assessment, usually in the form of a matrix or grid, is a tool used to interpret and grade students’ work against criteria and standards. Rubrics are sometimes called criteria sheets, grading schemes, or scoring guides.
Information on using assessment rubrics.
Information on viewing rubrics in Moodle.
Standards-based assessment
Standards-based assessment is the judgement and reporting of student learning achievement based on predefined learning outcomes and performance standards. Standards-based assessment can apply to programs, courses, or individual assessment tasks.
Here is more information.
Summative assessment
Summative assessment is a task or examination, often at the end of a subject or course, that measures the degree to which a student has achieved the course learning outcomes.