Document Feedback - Review and Comment
Step 1 of 4: Comment on Document
How to make a comment?
1. Use this to open a comment box for your chosen Section, Part, Heading or clause.
2. Type your feedback into the comments box and then click "save comment" button located in the lower-right of the comment box.
3. Do not open more than one comment box at the same time.
4. When you have finished making comments proceed to the next stage by clicking on the "Continue to Step 2" button at the very bottom of this page.
Important Information
During the comment process you are connected to a database. Like internet banking, the session that connects you to the database may time-out due to inactivity. If you do not have JavaScript running you will recieve a message to advise you of the length of time before the time-out. If you have JavaScript enabled, the time-out is lengthy and should not cause difficulty, however you should note the following tips to avoid losing your comments or corrupting your entries:
-
DO NOT jump between web pages/applications while logging comments.
-
DO NOT log comments for more than one document at a time. Complete and submit all comments for one document before commenting on another.
-
DO NOT leave your submission half way through. If you need to take a break, submit your current set of comments. The system will email you a copy of your comments so you can identify where you were up to and add to them later.
-
DO NOT exit from the interface until you have completed all three stages of the submission process.
(1) To ensure that students enrolled in different instances of the same subject have a comparable learning experience, are assessed against the same criteria and achieve the same learning outcomes regardless of the delivery location, method or mode. (3) A subject of La Trobe University may be offered in different instances. (4) La Trobe University subjects offered in different instances must have the same assessment criteria and share some common assessment tasks. (5) Each instance of a subject must: (6) Variations in timing, teaching and technology may be used to maximise the benefits to students in ways appropriate to the circumstances. (7) Where instances are conducted by different people, Schools should appoint Instance Leaders in the other teaching locations to provide instance level leadership of the subject. (8) There is to be one Subject Co-ordinator who will: (9) Subject Co-ordinators may be appointed from any Campus with the decision based on relevant knowledge and experience, rather than location. (10) Processes, including moderation, must be in place to ensure commonality of learning outcomes and standards between instances. There should be identical assessment criteria and standards between instances. Assessment tasks totalling at least 50% of the final grade must be identical between instances. (11) The Subject Coordinator will consult with different instance teaching staff (the Subject Teaching Team) to determine the set of learning outcomes, the assessment criteria and standards, the Subject Learning Guide, the textbooks to be used and the materials to be presented. (12) The Subject Coordinator will then prescribe, in consultation with Instance Leaders, learning outcomes, assessment criteria and standards. This will involve taking responsibility for defining and setting the assessment criteria and standards clearly enough so that the desirable level of achievement is upheld in marking and that where different learning activities occur in different locations, they lead to the same learning outcomes. (13) The Head of School will appoint the Subject Coordinator. Where the subject is taught in more than one School, the Subject Coordinator will be appointed by agreement between the relevant Heads of School. The decision should be based on relevant experience and knowledge rather than campus location. (14) The School should appoint Instance Leaders in addition to the Subject Coordinator, to provide agreed delegated instance level leadership and management of the subject. The appointment(s) will be made as for a Subject Coordinator (see above). (15) Subject Coordinators may be appointed from any campus. Ideally the School should try to spread subject co-ordination responsibilities throughout all of its teaching campuses. (16) The Teaching Team may deliver learning activities prepared by the Subject Coordinator or prepare their own learning activities based on the intended learning outcomes in the Subject Learning Guide as agreed with the Subject Coordinator. (17) Required course materials may be developed for all instances by the Subject Coordinator or varied between instances after consultation between Subject Coordinator and other members of the Teaching Team. (18) Details of major assessable activities or tasks (requirements and assessment criteria) should be agreed in advance and included in Subject Learning Guides. (19) Assessment tasks totalling at least 50% of the final grade must be identical between instances. Assessment criteria must be identical between instances. (20) Common assessment standards across instances must be ensured. This may be achieved through the development of marking schemes that specify for each assessment criterion an indication of the performance required to achieve a particular standard. (21) Cross marking or some degree of double-marking must also be used to moderate assessment standards. (22) This may be exchange or check-marking of samples, such as: (23) Major differences in outcomes after cross- or double-marking should be resolved between the parties. If this is not possible, a third party should be provided with both earlier reports and asked to adjudicate. (24) Where the Subject Coordinator and one or more members of the Subject Teaching Team are unable to agree on matters including the setting of learning outcomes, the assessment criteria and standards, activities and tasks, the Subject Learning Guide, the textbooks to be used and the materials to be presented, the matter is to be resolved by the relevant Head(s) of School concerned. (25) For the purpose of this Policy and Procedure:Subject (Different Instances) Policy
Section 1 - Background and Purpose
Section 2 - Scope
Top of PageSection 3 - Policy Statement
Section 4 - Procedures
Subject Coordinator
Appointment of the Subject Coordinator
Instance Leaders
Location of Subject Coordinator
Autonomy in Teaching
Required Course Materials
Activities and Assessment
Assessment Standards
Differences in Cross-Marking Outcomes
Differences Between Subject Coordinators and Instance Teaching Staff
Section 5 - Definitions
Top of PageSection 6 - Stakeholders