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Topic and assessment planning

A 'topic and assessment plan (T&A plan)' extends a course map by identifying the sequence of engagements (content, resources, and activities) that will be used and presented that learners will interact with, in each of the topics.

Engagements are aligned with each of the learning objectives identified in the course map and fulfil the principles of the '9s model'.

Types of engagement

We use the term 'engagement' here to describe the content (learning materials) that will be presented on, or linked to from pages in the LMS. This includes sources for written content and may also include: 

  • Inline text
  • Images, diagrams and slideshows
  • External links (e.g. NZ Standards/legislation etc.)
  • Links back to prior learning
  • Interactives (Ideas for, these are created or fleshed out in a later stage)
  • videos (YouTube, may need to be create etc...)
  • readings (required or dig deeper)
  • end of page discussion questions
  • LMS tasks
  • Formative activities.

For each engagement, it's important to identify:

  • TLOs: Which TLOs does the engagement align with?
  • Purpose: Describe how the engagement contributes to the learners' ability to achieve the LOs and assessments. What knowledge and skills does it align with?
  • Responsibility: Who is responsible for writing, finding, creating, and sourcing the engagement?

Format of a T&A plan

Similar to a course map, a T&A plan includes administrative details from the approved course description including:

  • Course code and title
  • Course purpose/summary
  • Learning outcomes.

A t&A plan will also include elements of the summative assessment plan, including:

  • assessment activities
  • corresponding learning outcomes
  • Assessment weighting,

and will also include indicative assessment tasks or assessment outlines.

A T&A plan mirrors the language used by the LMS to define meaningful blocks of learning – Sub-sections, pages, etc…

Template

Course Title: [Insert Course Title]
Course Code: [Insert Course Code]
contributors: [Insert Names]

Course Purpose/Summary:

[Provide a brief overview of the course, its objectives, and its relevance to the broader program.]

Topic Learning Outcomes:

[List the key learning outcomes that this course aims to achieve.]

  1. [Learning Outcome 1]
  2. [Learning Outcome 2]
  3. [Learning Outcome 3]
  4. [Etc.]

Assessment Overview:

[Summarize the types of assessments used in the course, including weightings and how they align with learning outcomes.]

  • [Assessment 1: Type, Weighting, Aligned Learning Outcome]
  • [Assessment 2: Type, Weighting, Aligned Learning Outcome]
  • [Etc.]

Topic 1: [Topic Title]

Learning Objectives:

  • [Objective 1]
  • [Objective 2]
  • [Etc.]

Content Overview:

  • [Description of the content covered, including key concepts]

[Sub-section title]

Sub-section overview: 

[Page title]

Page overview:

Engagements:

TLOs Engagement Purpose Responsibility Comments
TLO1

Describe the content (learning materials) that will be presented on or linked to from the page in iQualify.

This will include sources for all the written content and may also include: 

  • key images/diagrams/slide shows 
  • important external links (e.g. NZ Standards/legislation etc.) 
  • links back to prior learning 
  • ideas for interactives (DX created or existing) 
  • videos (YouTube etc.) 
  • readings (required) 
  • extra readings (dig deeper)   
  • end of page discussion questions.  
  • iQ tasks.
  • Formative activities

include links to existing resources (e.g. websites, iQualify pages, resources in SharePoint, etc.)

 

Consider what the learners are expected to be  Reading, Watching and Doing.

 Describe how the engagement contributes to the learners' ability to achieve the LOs and assessments. What knowledge and skills does it align with? Who is responsible for writing, finding, creating, and sourcing?

Any questions, concerns or general comments go here.  

 

Please include your title initials (e.g LD, SME, PLD, MM-SME, CR).
TLO2

EXAMPLE

TLO2.2

 Video[VIDEO] The Formation of The Tasman Sea & The Birth of New Zealand: An 85-Million-Year Journey – 1.1 DemonstrateDescribes proceduresthe geotechnical make up of NZ, which learners need to consider in assessment 2  [e.g., Course

SME: Developer]Check for accuracy

LD: Provide supporting narrative, and interactive transcript. 

 [e.g.,Just Optional]over 5min, so probably ok to use as is.
TLO3 Task Engage in critical thinking [e.g., Course Developer] [e.g., Optional]
TLO4 Discussion Facilitate peer interaction [e.g., Course Developer] [e.g., Required]

Assessment:

  • [Details of formative or summative assessments related to this topic]

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