EUQ649 Authentic Learning and Assessment
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUQ649 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $578 |
| Domestic tuition unit fee | $3,216 |
| International unit fee | $4,344 |
Unit Outline: Session 2 2025, QUT Online, Online
| Unit code: | EUQ649 |
|---|---|
| Credit points: | 12 |
Overview
This unit explores authentic courses with a specific focus on designing course overviews and authentic assessment in online learning environments. Participants will gain valuable skill in creating authentic assessment, and will practise constructive alignment and backwards design. They will also develop key skills such as writing course overviews, creating learning outcomes, designing assessment and working with Subject Matter Experts (SMEs).
The unit will provide strategies for designing assessment tailored to meet the unique needs of adult learners. Additionally, the course explores the integration of new tools, such as AI, into the assessment process, allowing participants to stay up-to-date with emerging trends and challenges and leverage their potential in online learning settings.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply learning and assessment theory and research to the design of course overviews and authentic assessment. (CLO 1.1, 2.1)
- Design learning outcomes, course overviews and authentic assessment in response to learner needs. (CLO 2.2, 2.4)
- Critically reflect on the course overview and assessment design process, including consultation with stakeholders. (CLO 2.1, 2.2)
- Create authentic assessments that address emerging trends and challenges in learning and assessment. (CLO 2.3, 3.1)
Content
This unit will explore the following areas:
- Approaches to determining learner needs
- Backwards design and constructive alignment
- Working with Subject Matter Experts (SMEs)
- Authentic learning environments
- Authentic assessment
- Assessment in online learning environments
- Learning taxonomies
- Current and emerging trends and challenges in learning and assessment
Learning Approaches
In this unit you will learn by engaging with both collaborative and reflective learning with an emphasis on reflection on your experience.
This unit will be delivered fully online. Indicative learning experiences in this unit may include:
- participating in class/online discussions
- engaging with online learning materials
- reading book chapters, scholarly and industry articles
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in regular online discussion forums and collaborative learning activities with peers and the teaching team. You will receive feedback on your contributions which will directly relate to and inform both pieces of assessment. Assessment will receive criteria-based grading and comments and the criteria will be considered by the cohort prior to assessment submission.
Formative Feedback in this unit will include a collaborative exercise with peers and tutors to evaluate learning outcomes that inform course and assessment design.
Assessment
Overview
Assessment in this unit enables you to build your learning design expertise in response to learner needs and working with subject matter experts.
Assessment 1 demonstrates your knowledge of assessment and learning theory in designing a course overview.
Assessment 2 enables you to apply theory to practice to create an online assessment task and reflect on the learning design process.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Course Design
You will take on the role of a learning designer working for an organisation that offers online courses to adult learners. You will design the course overview, including learning outcomes, the assessment description and content topics. The topic of your course will be drawn from working with a Subject Matter Expert (SME) of your choice. Your design will need to be informed by learner needs and other background information, and justified by scholarly and professional literature. Include evidence of your work with a SME with your submission.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Authentic Assessment Design
Continuing in your role as a learning designer, you will create an assessment task from the course overview you submitted for Assignment 1: Course Design. In a recorded presentation, you will discuss and justify the authentic assessment design based on professional and scholarly literature, and explain how the design is responsive to emerging trends and challenges.
In addition, you will present and reflect on the design processes you undertook throughout this unit to develop the Course and Assessment Designs.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
Access to Internet
Resources
Resource information is noted below.
Resource Materials
Other
No specific resources required, readings will be provided
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Students must comply with netiquette guidelines agreed at the outset of the unit and ensure they are professional throughout and respect others in all interactions. Please refer to QUT guidelines on communication.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EQ60 Graduate Certificate in Education
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO 1.1).
Relates to: ULO1 - Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of education (CLO2.1).
Relates to: ULO1, ULO3 - Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship (CLO2.4).
Relates to: ULO2 - Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
Relates to: ULO4
EQ71 Master of Education
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO1.1).
Relates to: ULO1 - Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of education (CLO2.1).
Relates to: ULO1, ULO3 - Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesize complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice in education (CLO2.2).
Relates to: ULO2, ULO3 - Demonstrate communication and technical research skills to justify and interpret educational theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO2.3).
Relates to: ULO4 - Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional education practice or scholarship (CLO2.4).
Relates to: ULO2 - Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional educational practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
Relates to: ULO4
Unit Outline: Session 4 2025, QUT Online, Online
| Unit code: | EUQ649 |
|---|---|
| Credit points: | 12 |
Overview
This unit explores authentic courses with a specific focus on designing course overviews and authentic assessment in online learning environments. Participants will gain valuable skill in creating authentic assessment, and will practise constructive alignment and backwards design. They will also develop key skills such as writing course overviews, creating learning outcomes, designing assessment and working with Subject Matter Experts (SMEs).
The unit will provide strategies for designing assessment tailored to meet the unique needs of adult learners. Additionally, the course explores the integration of new tools, such as AI, into the assessment process, allowing participants to stay up-to-date with emerging trends and challenges and leverage their potential in online learning settings.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply learning and assessment theory and research to the design of course overviews and authentic assessment. (CLO 1.1, 2.1)
- Design learning outcomes, course overviews and authentic assessment in response to learner needs. (CLO 2.2, 2.4)
- Critically reflect on the course overview and assessment design process, including consultation with stakeholders. (CLO 2.1, 2.2)
- Create authentic assessments that address emerging trends and challenges in learning and assessment. (CLO 2.3, 3.1)
Content
This unit will explore the following areas:
- Approaches to determining learner needs
- Backwards design and constructive alignment
- Working with Subject Matter Experts (SMEs)
- Authentic learning environments
- Authentic assessment
- Assessment in online learning environments
- Learning taxonomies
- Current and emerging trends and challenges in learning and assessment
Learning Approaches
In this unit you will learn by engaging with both collaborative and reflective learning with an emphasis on reflection on your experience.
This unit will be delivered fully online. Indicative learning experiences in this unit may include:
- participating in class/online discussions
- engaging with online learning materials
- reading book chapters, scholarly and industry articles
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in regular online discussion forums and collaborative learning activities with peers and the teaching team. You will receive feedback on your contributions which will directly relate to and inform both pieces of assessment. Assessment will receive criteria-based grading and comments and the criteria will be considered by the cohort prior to assessment submission.
Formative Feedback in this unit will include a collaborative exercise with peers and tutors to evaluate learning outcomes that inform course and assessment design.
Assessment
Overview
Assessment in this unit enables you to build your learning design expertise in response to learner needs and working with subject matter experts.
Assessment 1 demonstrates your knowledge of assessment and learning theory in designing a course overview.
Assessment 2 enables you to apply theory to practice to create an online assessment task and reflect on the learning design process.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Course Design
You will take on the role of a learning designer working for an organisation that offers online courses to adult learners. You will design the course overview, including learning outcomes, the assessment description and content topics. The topic of your course will be drawn from working with a Subject Matter Expert (SME) of your choice. Your design will need to be informed by learner needs and other background information, and justified by scholarly and professional literature. Include evidence of your work with a SME with your submission.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Authentic Assessment Design
Continuing in your role as a learning designer, you will create an assessment task from the course overview you submitted for Assignment 1: Course Design. In a recorded presentation, you will discuss and justify the authentic assessment design based on professional and scholarly literature, and explain how the design is responsive to emerging trends and challenges.
In addition, you will present and reflect on the design processes you undertook throughout this unit to develop the Course and Assessment Designs.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
Access to Internet
Resources
Resource information is noted below.
Resource Materials
Other
No specific resources required, readings will be provided
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Students must comply with netiquette guidelines agreed at the outset of the unit and ensure they are professional throughout and respect others in all interactions. Please refer to QUT guidelines on communication.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EQ60 Graduate Certificate in Education
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO 1.1).
Relates to: ULO1 - Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of education (CLO2.1).
Relates to: ULO1, ULO3 - Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship (CLO2.4).
Relates to: ULO2 - Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
Relates to: ULO4
EQ71 Master of Education
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO1.1).
Relates to: ULO1 - Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of education (CLO2.1).
Relates to: ULO1, ULO3 - Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesize complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice in education (CLO2.2).
Relates to: ULO2, ULO3 - Demonstrate communication and technical research skills to justify and interpret educational theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO2.3).
Relates to: ULO4 - Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional education practice or scholarship (CLO2.4).
Relates to: ULO2 - Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional educational practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
Relates to: ULO4