Essay on The Differences in the Paradigms of Academic Course Delivery

Decent Essays
The Differences in the Paradigms of Course Delivery

As we discover the various processes and assumptions underlying the rationale behind various academic policies and required procedures, it is apparent that the fundamental difference between Achievement and Competency paradigms are not understood. Achievement is not Competency with a different marking system. Policies and procedures should reflect this or we lose the benefits and fail to deliver what the market demands. What follows is an attempt to capture the essence of the delivery and assessment issues in each paradigm, and remark on some of the policies where they are not recognised appropriately and this impacts our ability to capitalise on them.
If you follow the paradigms
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3. Students are already familiar with this approach (NCEA conditioning)
If you assert these assumptions, then the following are therefore critical operations we must do to achieve this:
1. Detailed course learning design, and assessment design is required. Accuracy, completeness are paramount.
2. Coverage of learning is critical.
3. Standards of learning, standards of achievement, and benchmarking around those are critical.
Any failure to deliver an assessment fairly is therefore critical. Review, challenge etc. processes moderate this. Any failure to deliver an associate learning experience is also critical. Assessments must be thorough across the entire range of skill elements (i.e. not sampled).
This is not education per se, but training. Standardised, modularised, able to be transferred and taught by anyone appropriately skilled. Staff skills are around a detail focus (for assessment), and a strong focus on practical skills, and creating student engagement.
The academic implications therefore demand tight controls on assessment, lots of moderation, a very detailed approach carefully planned in advance. Risk management considerations for this would encourage practices such as multiple assessment opportunities (resits and resubmits), farm-gate assessment, double-dipping assessments, and a variety of mechanism to assert pre-existing skills. There are particular risks around students game-playing assessments and
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