My Design Process 

‘Right’ Program level outcomes first: I start by defining the intended learning outcomes at the program level, and making sure they are aligned with the relevant standards and frameworks. If a course has been established, this often means referring back to the institute's Curriculum Management System.

‘Right’ Assessment: I design authentic and valid assessments that measure the achievement of the intended learning outcomes using a variety of methods and tools. Some of these tools such as the training structure guide can be found on my tool repository page. 

.‘Right’ Grading: I apply consistent and transparent grading criteria and standards, using rubrics and exemplars to guide and moderate the marking process.

‘Right’ Calibration: I engage in regular and systematic calibration activities with peers and stakeholders, to ensure the reliability and validity of the assessment and grading practices.An example of this was during the Technologyone project at CDU. 

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‘Right’ Learning Methods and Resources:  I select and implement appropriate learning methods and resources that support the development of the intended learning outcomes, using a blend of face-to-face and online modes. Some of these modes can be seen on my  my Tool Repository page