Minutes of a Meeting of the Education Committee Held On

File Ref: F68748

The University of Western Australia

MINUTES OF A MEETING OF THE EDUCATION COMMITTEE HELD ON

MONDAY 14 SEPTEMBER 2015 from 9am to 11am IN THE SENATE ROOM

Members of the EDUCATION Committee

Deputy Vice-Chancellor (Education) as Chair (Professor Alec Cameron)

Dean, Coursework Studies as Deputy Chair (Professor Grady Venville)

Chair of Academic Board (Associate Professor Cara MacNish)

Deans of Faculties, or nominee:

Dean, Faculty of Arts (Professor Krishna Sen)

Dean, Faculty of Business (Professor Phillip Dolan)

Dean, Faculty of Engineering, Computing and Mathematics (Professor Michael Johns for Professor John Dell)

Dean, Faculty of Law (Associate Professor Natalie Skead for Professor Erika Techera)

Nominee of Acting Dean, Faculty of Medicine, Dentistry and Health Sciences (Professor Wendy Erber)

Nominee of Dean, Faculty of Science (Professor Brendan Waddell)

Dean, School of Indigenous Studies (Mr Grant Revell for Professor Jill Milroy)

Acting Director, Student Services (Dr Judy Skene)

Director, Academic Policy Services (Ms Sue Smurthwaite)

President of the Guild of Undergraduates (Ms Elizabeth O’Shea)

President of the Postgraduate Students’ Association (Mr Vikraman Selvaraja)

Co-opted member (Hon Dr Elizabeth Constable, Vice-Chancellor’s Fellow)

Academic Secretary as Executive Officer (Dr Kabilan Krishnasamy)

STANDING OBSERVER

Ms Ginger Ridgeway, Senior Policy Officer, Academic Policy Services

APOLOGIES

Pro Vice-Chancellor (Education Innovation) (Professor Gilly Salmon)

Pro Vice-Chancellor (International) (Mr Iain Watt)

Dean of Graduate Research and Postdoctoral Training (Professor Alan Dench)

Dean, Faculty of Architecture, Landscape and Visual Arts (Professor Simon Anderson)

Dean, Faculty of Education (Professor Helen Wildy)

Dean, Faculty of Engineering, Computing and Mathematics (Professor John Dell)

Dean, Faculty of Law (Professor Erika Techera)

Dean, School of Indigenous Studies (Professor Jill Milroy)

WELCOME

The Chair welcomed members including the following to the meeting of the Education Committee:

·  Ms Roz Howard, Assistant Director (Centre for Education Futures) for Professor Gilly Salmon (Pro Vice-Chancellor (Education Innovation));

·  Associate Professor Natalie Skead (Associate Dean, Learning and Teaching) for Professor Erika Techera (Dean, Faculty of Law);

·  Professor Michael Johns (Deputy Dean (Education)) for Professor John Dell (Dean, Faculty of Engineering, Computing and Mathematics)

·  Mr Grant Revell for Professor Jill Milroy, School of Indigenous Studies

·  Acting Director, Student Services (Dr Judy Skene)

DECLARATIONS OF POTENTIAL FOR CONFLICT OR PERCEIVED CONFLICTS OF INTEREST

No conflict(s) or perceived conflict(s) of interest were declared.

1.  CONFIRMATION OF MINUTES

RESOLVED – 16/15

to confirm the minutes of the meeting of the Education Committee held on 24 August 2015.

Members noted that the minutes are available from the Committee’s website.

2.  ITEMS/BUSINESS IN PROGRESS

Members noted the following items in progress.

ITEM/BUSINESS IN PROGRESS / ACTION / RESPONSIBLE / STATUS
Request from the then Teaching and Learning Committee, December 2014 – F27641 / Formulation of a generic Good Practice Guide to support the use of other than text matching software, in consultation with the Associate Deans network and the Education Futures Strategy Group. / Pro Vice-Chancellor (Education Innovation) / In progress.
Request from the Education Committee, March 2015 – F60700 / International Student Barometer - to undertake a trend analysis and that this analysis be presented to the Education Committee at a future meeting. / Director, Planning Services & Director, International Centre / In progress.

3.  PROJECT BLACK SWAN: PROGRESS REPORT – REF F70456

The Committee noted the Project Black Swan report which was presented as part of the reporting requirements and governance of the project.

4.  REVIEW OF ASSESSMENT: review of assessment working group rEPORT AND UNIVERSITY POLICY ON ASSESSMENT - Ref F70940, F74883

Members recalled that in March 2015, the Dean of Coursework Studies, within the Office of the Deputy Vice-Chancellor (Education), initiated a review of the University’s assessment policy, practices and related activities. This review was aimed at ensuring that internationally benchmarked assessment practices were meeting the needs of domestic and international students, and at enhancing consistency across the University.

The Chair thanked all members of the Committee who had been involved in the Review of Assessment, convened by the Dean of Coursework Studies.

In speaking to the Review of Assessment Working Group Report, the Dean of Coursework Studies also reiterated her appreciation to the fourteen members of the Working Group who had undertaken significant work as part of the review process. Appreciation was also extended to the Academic Secretary for formulating the new University Policy on Assessment in a timely way.

Members were reminded that the Review of Assessment, which was long overdue, had been in fact established as a key deliverable of the Education Futures Vision led by the Deputy Vice-Chancellor (Education). Further, it was asserted that the new Learning Management System (Blackboard) was regarded as a tangible opportunity to improve assessment practices and standards, and the student experience.

It was pointed out that evidence based quality teaching and the issue of learning technology were key components that shaped pedagogy in a highly transformative learning environment.

Whilst assessment remained the authority of disciplines and schools within faculties, it was asserted that the new assessment regime was designed with a view to providing greater clarity for students and also to establishing consistency with regard to its practices and processes across the University.

The Dean of Coursework Studies identified the University-wide consultation that had accompanied the review process. The following were the opportunities for stakeholder engagement with regard to the Working Group’s report and the new University Policy on Assessment:

·  Open Forums for faculty Teaching and Learning Committees conducted by the Dean of Coursework Studies on Tuesday, 1st September 2015 (1pm – 2pm), Friday 4th September 2015 (1pm – 2pm) and Friday, 4th September (2pm - 3pm);

·  Feedback sought from the University Executive, Faculty Deans, Chair of the Academic Board and members of the University’s Academic Staff Association;

·  Feedback from the Education Futures Strategy Group (comprising wide-ranging members including Associate Deans, faculty Teaching and Learning/Education);

·  Feedback sought from the Curriculum Committee; and

·  Faculty-based discussions initiated by faculty Associate Deans (Teaching and Learning/ Education)

Members had before them the Review of Assessment Working Group report, comprising seven recommendations, and draft University Policy on Assessment which had been revised to incorporate feedback from the above consultation. The following were amongst the points raised in the ensuing discussion:

Digital first

·  One of the key shortcomings of present information systems was noted to be the lack of a well-integrated technological platform that enabled teaching and learning processes to occur.

·  The Chair asserted that the proposed policy would effectively mandate the use of the Blackboard Learning Management System; however, it should not be viewed as a system designed to cater to wide-ranging discipline-specific needs, for example, non-text assignment submission. It was recognised that some schools/disciplines in certain faculties (e.g. the Faculty of Engineering, Computing and Mathematics) might already be using other, potentially superior electronic systems for the learning and assessment of their students.

·  Members acknowledged that although it might take some time for Blackboard to operate to ideal levels of useability, it was agreed that it was an effective tool that provided a basis for normalising electronic submission practices where possible, and in creating a safe, secure and centralised repository for all summative assessment marks and grades in a unit.

·  It was recognised that the technological aspects of the proposed policy would involve longer lead times due to systems development needs.

·  The Chair encapsulated the spirit of the proposed policy’s digital first approach, stating that, where appropriate, the University’s default position would be to do things digitally.

·  It was noted that the following three faculties were amongst the first to sign up for a training workshop facilitated by the Centre for Education Futures on the use of the digital grade book via the Learning Management System: Faculty of Architecture, Landscape and Visual Arts, Faculty of Arts and Faculty of Education.

Criterion-referencing

·  There was strong support for the criterion-referenced assessment method, but it was acknowledged that mark adjustments for assessment items in a unit might also be accommodated, where needed. A pragmatic compromise between criterion-referencing and mark adjustment was permissible as long as the compromise signified both a level of mastery of content and a ranking reflecting the student’s place relative to their cohort.

·  The historical incomparability of grades in different disciplines was also the subject of much discussion; and members were particularly appreciative of the fact that the proposed policy not only recognised this reality but had also provided for mechanisms for seeking exemptions to the policy. Members noted that the policy identified specific clauses for which exemptions might be sought via the proposed governance process specified in part 2 of the policy. It was agreed that this section should also include, along with clause 30.4.2, clause 30.4.1 which provided for the standards that must be achieved with regard to the distribution of marks and grades in a unit.

·  The Chair also noted that a suite of Good Practice Guides would be developed in areas where specific disciplinary needs might warrant the adoption of a different approach to certain aspects of the assessment policy.

·  The importance of managing student expectations with regard to their performance and achievement was raised. Where marks were being scaled in certain units, it was suggested that scaling should occur for each assessment item (and not just to a final exam/test), so that students would be able to track their performance realistically over time and take efforts to improve, where required.

Student feedback and examinations

·  It was noted that the positive student feedback with regard to the review process and the proposed new policy reinforced the University’s commitment to improving the student learning experience.

·  It was agreed that provisions for feedback on all summative and formative work should be made clearer; instead of stating that all feedback must be provided within 10-15 University working days, members agreed that this be amended to read as 15 University working days.

Examinations

·  There was a brief discussion about the need to provide 10 minute reading time in addition to a two hour formal University examination. It was agreed that this should be removed and that the duration of the formal University examination should be set for only 2 hours.

Members were advised that the current suite of 11 policies relating to assessment would be rescinded effective 31st December 2015, and that the proposed new University Policy on Assessment, if approved by Academic Council would be implemented from January 2016, but in stages. Members were reassured that clear advice would be issued by the University with regard to how such a staged implementation would occur.

Notwithstanding its implementation, there was strong support from members for the recommendations contained in the draft report and the proposed new University Policy on Assessment.

Noting that the above feedback, where relevant, would be incorporated into the policy and the report, and that further feedback might be provided direct to the Dean of Coursework Studies prior to their consideration by the Academic Council, the Committee:

RESOLVED – 17/15

1.  to endorse, in principle, and refer the proposed University Policy on Assessment to the Academic Council for consideration, subject to incorporation of the above feedback where relevant; and

2.  to endorse, in principle, the Review of Assessment Working Group report and the following recommendations and refer them to the Academic Council for consideration:

a)  / A Comprehensive University Policy
That the University develop a comprehensive University Policy on Assessment to establish common academic principles and administrative procedures to be applied in all coursework courses taught by all faculties and that any current assessment-related policies, at school, faculty and University-level, subsequently be rescinded.
b)  / Assessment Parameters
That the parameters around the following specific aspects of assessment (as set out in Appendix 3) are included in the new University Policy on Assessment: Minimum requirements for assessment within a unit; Weighting of assessment items; Marking; Grades; Word limits and penalties; Feedback; and Examinations.
c)  / Digital First Strategy
1) By utilising the Blackboard Learning Management System, that the University:
a) Move to a ‘digital first’ strategy for assessment submission, feedback, marking, grading and submission of marks; and
b) Further investigate and develop the use of the unit outline facility for the provision of uniform unit outlines University-wide.
2) That the UWA Business School share the outcomes of the trial of ProctorU, an online proctoring system, with other faculties in due course.
d)  / Criterion-referenced Assessment
That assessment at UWA is strongly oriented towards criterion-referenced approaches with explicit assessment criteria linked to learning outcomes that are used to determine marks and grades.
e)  / Consideration of an Alternative WAM Calculation
That the Dean of Coursework Studies investigates the viability of :
a) calculating the UWA students’ undergraduate degree WAM from their 20 best unit marks rather than all unit marks; and,
b) using deciles to rank students within each unit to include on their academic transcript;
and make a recommendation to the Deputy Vice Chancellor (Education).
f)  / Assessment Moderation
That assessment in all units employs a process of moderation, which may take several appropriate forms, to ensure consistent marking and alignment with the assessment criteria. Adjustment of marks may be employed as part of moderation.
g)  / Proportions of Grades Awarded
That the new University Policy on Assessment includes parameters on the proportions of grades that can be awarded within units.

5.  TEACHING AND LEARNING INDICATORS - Ref F7622

Members noted that the University was committed to:

·  improving the quality of the student learning experience; and

·  “a culture of high performance and continuous improvement, designed to achieve international excellence”, which had been expressed as one of the core values in its Strategic Plan.

It was further noted that consistent with this key value, the University advocated the proactive use of student evaluation/indicators to improve, support and disseminate good teaching practices at all levels (faculty/school/individual).