Attachment 4.5
Unit Concept and Assessment Details This template is intended to enable unit designers to present the core elements of a new/proposed unit with an emphasis on the assessment design. This is normally completed prior to representing the overall unit delivery and assessment as a learning design. It is intended to be read in conjunction with a learning design when reviewing a proposed or existing unit of study. A learning design can be produced using the unit sequence template available at: https://elibrary.utas.edu.au/lor/items/1f5c4a3d‐
74cc‐4625‐8c8d‐96f99e0607eb/1/ Please note: Many of the headings are accompanied by brief descriptions which can be viewed by hovering the mouse over the text. Unit Title: Introduction To German Unit Code: Unit Coordinator: Billy Badger Teaching team:
Study Mode(s): On‐Campus / Off Campus Campus: Unit Description: This is an introductory unit for students with little or no prior knowledge of German. While a key goal of this unit is the acquisition of communication skills in German, the unit centres on the study of the lives, interests and occupations of German‐speakers from a variety of locations and backgrounds, so that students develop not only a firm grounding in the basics of the German language, but also a heightened sensitivity to the social contexts of communication, and an awareness of the socio‐cultural fabric and heritage of the German‐
speaking world. Students acquire a basic vocabulary, learn to apply the structures and patterns of the language and to develop the ability to engage with and respond to spoken and written German through an engagement with a range of contemporary topics. On completion of this unit, students will be able to engage in basic dialogs by using sentences and questions basic information about themselves and others. Relevant Course Learning Outcome(s): Graduate Qualities to be Assessed TBA Sandy Bay & Newnham Graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators Students develop a respect for diversity Intended Learning Outcomes (ILOs): On completion of this unit, you will need to be able to
ILO 1: Construct units of meaning making use of the basic elements of the German language, particularly vocabulary and sentence structure ILO2. Interpret and summarize meaning of basic written and spoken German. ILO3: Integrate cultural and linguistic considerations into written and verbal communication. Assessment Task 1 Title Method CHEATSHEET DISCUSSION; DROPBOX ASSIGNMENT Weighting % 10% Size/length <1 page Description Students will develop a template for an ongoing “Cheatsheet” – a one page summary of key grammatical structures and phrases . It will contain all important information for ‘survival’ in country of target language. This ‘Cheatsheet’ will be submitted for initial assessment in Week 4 and then completed and presented in Week 12. For assessment in Week 12, the Cheatsheet must have been
submitted in Week 4 (hurdle requirement). Relevant ILOs ILO 2: Interpret and summarize meaning of basic written and spoken German ILO 3: Integrate cultural and linguistic considerations into written and verbal communication. Assessment Criteria Due END OF WEEK 4 2.1 Summarize meaning of basic German 
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Question words
Numbers sentence element categories
greetings articles
verb conjugations
vocabulary (nouns, articles, plurals)
Colours
Cases & END OF WEEK 12 ----------------------------------
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Version 1 ‐ May 2016 Stephen Linquist University of Tasmania [email protected] Prepositions
verb types tenses word‐order
conjunctions and connectors
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Attachment 4.5
3.1 Name key cultural and linguistic points of difference between German and English 
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Assessment Task 2
Title ONLINE QUIZ 1 Method MYLO QUIZ Weighting % 30 Size/length 1 HOUR Description Students will complete an online quiz assessing all four of the key communication skills: writing, listening, speaking, reading based on the content of the first half of the semester Relevant ILOs ILO 1: Construct units of meaning making use of the basic elements of the German language, particularly vocabulary and sentence structure. ILO 2: Interpret and summarize meaning of basic written and spoken German. ILO 3: Integrate cultural and linguistic considerations into written and verbal communication. pronouns and verbs to reflect
formal / informal relationships
number greetings / titles / addresses Assessment Criteria Due END OF WEEK 7 1.1 Recall basic elements of German language 
nouns

subject pronouns

subject articles

plurals

question words 
verb forms 
object pronouns

punctuation

capitalisation
1.2 Construct sentence‐length units of meaning in written German 
statements
1.3 Construct sentence‐length units of meaning in spoken German 
Statements

Pronunciation

fluency
2.1 Interpret meaning of basic written and spoken German 3.1 Use key cultural and linguistic points of difference between German and English 
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Assessment Task 3 Title POWERPOINT Method DISCUSSION; DROPBOX ASSIGNMENT Weighting % 20 Size/length 10 SLIDES Description Students will compile an overview of their home city (in Australia for example) comparing it to one of the German cities studied in this unit. Presentation is aimed a German‐language audience at a partner‐university in the respective German city. Relevant ILOs ILO 1: Construct units of meaning making use of the basic elements of the German language, particularly vocabulary and sentence structure ILO3: Integrate cultural and linguistic considerations into written and verbal communication. pronouns and verbs to reflect
formal / informal relationships
number greetings / titles / addresses Assessment Criteria Due END OF WEEK 11 1.1 Recall basic elements of German language 
word order (statements, questions,
imperative) 
subsequent vocabulary

Prepositions (accusative, dative)

adjectives (predicate / attributive)

possessive adjectives

verbs (regular, irregular, modal, separable,
inseparable)

cases (nominative, accusative, dative)

past tense 1.2 Construct sentence‐length units of meaning in written German 
statements
Version 1 ‐ May 2016 Stephen Linquist University of Tasmania [email protected] This work is licensed under a Creative Commons Attribution‐ShareAlike 4.0 International License.
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Attachment 4.5
3.1 Outline key differences between one German city and their home city 
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linguistic
geographic
topographic
demographic
cultural & social
historical
3.2 Use key cultural and linguistic points of difference between German and English 
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
Assessment Task 4 Title ONLINE QUIZ 2 Method Online Quiz / Discussion Page / Dropbox Weighting % 40 Size/length 90minutes Description Students will complete an online quiz assessing all four of the key communication skills: writing, listening, speaking, reading based on the content of the whole semester. Relevant ILOs ILO 1: Construct units of meaning making use of the basic elements of the German language, particularly vocabulary and sentence structure ILO2. Interpret and summarize meaning of basic written and spoken German. ILO3: Integrate cultural and linguistic considerations into written and verbal communication. pronouns and verbs to reflect
formal / informal relationships
number greetings / titles / addresses
Assessment Criteria Due END OF WEEK 13 1.1 Recall basic elements of German language 
nouns

articles (nom, acc, dat, gen)

prepositions with Accusative, Dative

adjective endings (nominative, accusative, dative, genitive)

possessive adjectives

irregular verbs

separable verbs 
inseparable verbs

modal verbs 
verbs with dative object

pronouns (nom, acc, dat)

auxiliaries & participles

ordinal numbers 
conjunctions and connectors

punctuation

capitalisation

ordinal numbers
1.2 Construct sentence‐length units of meaning in written German 
statements

questions (y/n & info)

imperative

with conjunctions
1.3 Construct sentence‐length units of meaning in spoken German 
statements

questions

pronunciation

fluency
2.1 Summarize meaning of basic German 




Version 1 ‐ May 2016 Stephen Linquist University of Tasmania [email protected] Question words
Numbers sentence element categories
greetings articles
This work is licensed under a Creative Commons Attribution‐ShareAlike 4.0 International License.
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Attachment 4.5
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
verb conjugations
vocabulary (nouns, articles, plurals)
Colours
Cases (nominative, accusative, dative)
syntax rules
prepositions
Adjectives & endings possessive adjectives
time phrases sentence types (statement, question,
imperative) past tense conjunctions and connectors
2.2 Interpret meaning of basic written and spoken German 

written German
spoken German 3.1 Use key cultural and linguistic points of difference between German and English 



Version 1 ‐ May 2016 Stephen Linquist University of Tasmania [email protected] pronouns and verbs to reflect
formal / informal relationships
number greetings / titles / addresses This work is licensed under a Creative Commons Attribution‐ShareAlike 4.0 International License.
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UNIT CODE: TBA
UNIT TITLE: Introduction to German Study Period: Semester 1 Week 1
Attachment 4.5
Course Learning Outcomes (CLOs) addressed in this unit: Unit Designers: Dr Billy Badger Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week / Date ILO 1: Construct units of meaning making use of the basic elements of the German language, particularly vocabulary and sentence structure Intended Learning Outcomes ILO2. Interpret and summarize meaning of basic written and spoken German. ILO3: Integrate cultural and linguistic considerations into written and verbal communication.
ASS01a: Cheatsheet Formal Assessment ILO 2, 3 Hurdle MyLO Online
Discussion &
Dropbox
(Assignments)
Location / Tool
Learning Activities Discussion Question 1 Discussion Question 2 ASS02: Online Quiz 1 ASS03: City Powerpoint ILO 1, 2, 3 30% ILO 1, 3 20% MyLO Online
Quizzes;
webcam
enabledlockdown
browser
MyLO Online
Discussion &
Dropbox
(Assignments)
Discussion Question 4 Discussion Question 3 Practice Online Quiz 2 Practice Online Quiz 1 ASS01b Cheatsheet ILO 2, 3 10% MyLO
Dropbox
(Assignments)
ASS04: Online Quiz 2 ILO 1, 2, 3 40% MyLO Online
Quizzes;
webcam
enabledlockdown
browser
Discussion Question 5 Practice Online Quiz 3 Practice Online Quiz 4 Practice Exercises – in‐class and online Location / Tool
MyLO Online
Discussion
linked from
Online
Classes
------------MyLO Online
Quizzes;
webcam
enabledlockdown
browser
MyLO Online
Discussion
linked from
Online
Classes
MyLO Online
Quizzes;
webcam
enabledlockdown
browser
MyLO Online
Discussion
linked from
Online
Classes
MyLO Online
Discussion
linked from
Online
Classes
MyLO Online
Quizzes;
webcam
enabledlockdown
browser
MyLO Online
Quizzes;
webcam
enabledlockdown
browser
MyLO Online
Discussion
linked from
Online
Classes
Textbook based Practice Exercises will be integrated into classroom learning both in‐class and on‐line); these and other supplementary practice exercises are available via iLRN external learning platform. Feedback Feedback on
discussion
question in
MyLo Online
Discussion.
Monitored by
lecturer.
Feedback by
peers &
lecturer
where
requested
Individual
Feedback via
MyLo Online
Quiz (autograded)
Feedback on
discussion
question in
MyLo Online
Discussion.
Monitored by
lecturer.
Feedback by
peers &
lecturer
where
requested
Feedback for
‘Cheatsheet
1’ will be
provided via
a rubric in
MyLo
Assignments
tool
(Dropbox); a
list of
Version 1 ‐ July 2015 Stephen Linquist and Rachael Phegan – University of Tasmania [email protected] / [email protected] Individual
Feedback via
MyLo Online
Quiz (autograded)
Feedback on
discussion
question in
MyLo Online
Discussion.
Monitored by
lecturer.
Feedback by
peers &
lecturer
Individual
Feedback via
MyLo Online
Quiz in
Feedback
fields & via
Rubric.
General
Class
summary in
MyLo.
Feedback on
discussion
question in
MyLo Online
Discussion.
Monitored by
lecturer.
Feedback by
peers &
lecturer
where
requested
Individual
Feedback via
MyLo Online
Quiz (autograded)
Feedback on
discussion
question in
MyLo Online
Discussion.
Monitored by
lecturer.
Feedback by
peers &
lecturer
where
requested
Feedback for
‘City
Powerpoint’
will be
provided via
a rubric in
MyLo
Assignments
tool
(Dropbox);
Peer
Feedback in
Feedback for
‘Cheatsheet
1’ will be
provided via
a rubric in
MyLo
Assignments
tool
(Dropbox).
Individual
Feedback via
MyLo – in
Feedback
fields & via
Rubric
This work is licensed under a Creative Commons Attribution‐ShareAlike 4.0 International License.
05
possible
inclusions will
be provided
in MyLo –
Peer
feedback
also
provided in
MyLo
Discussion
topic
where
requested
Attachment 4.5
MyLo
discussions.
Feedback for Textbook based Practice Exercises will be integrated into classroom learning. Off‐Campus students are provided feedback via the auto‐graded supplementary practice exercises on the iLRN external learning platform. Location / Tool
MyLo
discussion
pages
MyLO Online
Quizzes;
MyLo
discussion
pages
MyLo
discussion
pages; webconference
via
BlackBoard
Collaborate;
in class, by
email
MyLO
discussion
pages
MyLO Online
Quizzes;
MyLo
discussion
pages
----------MyLO
Assignments
tool
(Dropbox)
MyLO Online
Quizzes;
MyLo
discussion
pages; webconference
via
BlackBoard
Collaborate;
in class, by
email
MyLO
discussion
pages
MyLO Online
Quizzes;
MyLo
discussion
pages; webconference
via
BlackBoard
Collaborate;
in class, by
email
MyLO
discussion
pages
Discussion page and individual feedback as rubric in Dropbox
MyLo
Assignments
tool
(Dropbox)
………..
MyLO Online
Quizzes.
MyLO Online
Quizzes;
MyLo
discussion
pages; webconference
via
BlackBoard
Collaborate;
in class, by
email
Feedback on Textbook‐based Practice Exercises available via auto‐graded e‐Text and iLRN learning platform. On‐Campus students receive face‐to‐face feedback. Instruction Location / Tool
Topics Student Life in Jena (Module 1) Design in Basel (Module 2) Marketing in Nuremberg (Module 3) Theater in Berlin (Module 4) Music in Stuttgart (Module 5) Introduction to the unit 1 x 50 minutes Teaching the content and oral practice for 10 lessons @ 50 minutes each Introduction to the unit 1 x 50 minutes Teaching the content and oral practice for 10 lessons @ 50 minutes each Introduction to the unit 1 x 50 minutes Teaching the content and oral practice for 10 lessons @ 50 minutes each Introduction to the unit 1 x 50 minutes Teaching the content and oral practice for 10 lessons @ 50 minutes each Introduction to the unit 1 x 50 minutes Teaching the content and oral practice for 10 lessons @ 50 minutes each All teaching activities are accessible through Face-to-face, video conference, and lecture recording (MyMedia), 13 x (4 x online lessons available in MyLo) each with full instruction, links to e-text exercises and
readings & embedded audio / video Types of
words;
Articles;
Pronouns
Verbs
Key verbs
Cases
Word order
Prepositions
Adjectives
Poss. Adj.
Verbs
Imperative
Modal verbs
Time
Dative
Past tense
Ordinal #s
Conjunctions
&
Connectors
Variety in
Sentence
structure
Cultural and linguistic considerations are integrated into each topic. In each topic, social context and cultural difference will be considered in choices of language register, expected levels of formality, forms of address. Version 1 ‐ July 2015 Stephen Linquist and Rachael Phegan – University of Tasmania [email protected] / [email protected] This work is licensed under a Creative Commons Attribution‐ShareAlike 4.0 International License.
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Attachment 4.5
Reviewing a Learning Design This sequence of questions is intended to assist in the review (or self‐review) of a learning design produced using the unit sequence template. The unit sequence template enables unit coordinators to graphically represent the constructive alignment and intended teaching sequence for a unit on a single A3 sheet of paper (or electronically). In the case of new unit development, the learning design is normally produced and reviewed prior to the development of a unit outline. Potential uses of this review tool may include: 

A unit coordinator or teaching team reviewing a learning design they have recently prepared and/or in the process of updating Members of a faculty learning and teaching committee providing feedback on a new unit proposal which is accompanied by a learning design. Please note: some of the questions contained in this template are also featured in the unit outline review template. Unit Description Yes Does the Unit Description succinctly describe the key knowledge and skills that students will be expected to acquire? Does the Unit Description contain a statement briefly articulating the evolution of topics contained in the unit delivery schedule? Does the Unit Description outline the main types of learning experiences that have been incorporated into the unit design? Does the Unit Description describe how the unit prepares students for subsequent study and/or a vocational outcome? If Breadth Unit ‐ Does the Unit Description state the disciplinary lenses that inform the delivery and assessment of this unit? Learning Outcomes Yes Is there a logical relationship between the intended learning outcomes and the course learning outcome(s), where it possible to see how attainment of the intended learning outcomes is preparing students to achieve the relevant course learning outcome(s)? Do the Intended Learning Outcomes assess the knowledge and skills outlined in the unit description? If there is a dependency between two or more intended learning outcomes, does the sequence reflect this hierarchy? Is there a manageable number of intended learning outcomes, given that each intended learning outcome needs to be assessed twice? (i.e. 3‐5 ILOs) Is there a stem preceding the sequence of intended learning outcomes? Stem example ‐ On completion of this unit, you will need to be able to: Does each ILO commence with an active verb that states the action which students will be assessed against? Active verb examples – 'apply', 'synthesise', 'present' Note: Refer to a Blooms and/or SOLO taxonomy of active verbs for a comprehensive list of action verbs Does each ILO contain a focus, whereby a process, product and or outcome of the action is stated? Process example – 'methods of passage planning' Outcome example – 'limitations of electronic systems' Product example – 'a passage plan' Does each ILO outline a condition which provides scope to the process, product or outcomes already stated within the learning outcome? Examples: “appropriate for search and rescue operations”, “to ensure navigation safety”, “to implement Bridge Resource Management” Have the intended learning outcomes been written using the following structure: Learning Outcome = stem + active verb + focus + condition Formal Assessment Yes Do each of the assessment criteria (on the cover page of the learning design) describe a discrete characteristic of the work to be assessed? Version 1 ‐ May 2016 Stephen Linquist and Rachael Phegan University of Tasmania stephen.linquist@utas.
edu.au
rachael.phegan@utas.
edu.au
Partially No N/A Partially No N/A Partially No N/A This work is licensed under a Creative Commons Attribution‐ShareAlike 4.0 International License.
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Attachment 4.5
Is there an assortment of formal assessment tasks which are scheduled throughout the delivery period? Are there at least two different methods of assessment being used? For each assessment task, does the method of assessment enable the assessment of the relevant intended learning outcome(s)? Are there two or more opportunities for students to achieve each of the intended learning outcomes? Note: multiple intended learning outcomes can be assessed with a single assessment task Does the assessment task method used to classify each assessment task, reflect a 'common' definition? See: page 99 of https://www.itl.usyd.edu.au/projects/aaglo/pdf/SP10‐1879_FINAL%20sydney%20barrie%20final%20report%20part%201.pdf
for a detailed glossary of assessment task methods Are there any professional accreditation requirements which specify required assessment methods?
Does the weighting of each assessment task reflect the volume of work a student will (or is likely to be required to) perform? Is the difficulty of the assessment tasks comparable to other units in the course at the same year level? Does the task description (on the cover page of the learning design) provide the following: 





The context and conditions of assessment ‐ (i.e. material requirements, time restrictions)
An overview of the actual task to be performed by the student
Specifications for the evidence that a student will submit
Detail on where and how the student needs to submit evidence The grading scale which will be used to assess the evidence Detail on where students can access a rubric for each assessment task
Learning Activities Are the learning activities sequenced prior to the relevant assessment task, so that they prepare students to undertake the assessment? Is there any tangible relationship between the assessment criteria (on the cover page of the learning design) and the learning activities? Feedback Will students receive feedback on their performance in formal assessment tasks so that it can be used to inform their practice in subsequent assessment tasks? Is there at least one summative assessment task that is submitted, marked and returned to students by the midpoint of the unit? Do students receive feedback on their performance during or after undertaking learning activities? Note: Students may receive this feedback from peers, teacher (individually, group, whole of class) or automated (e.g. quiz) or through self‐review. Are the methods and frequency of feedback to students sustainable in relation to the stated student cohort capacity? Instruction and Topics Are the methods of instruction appropriate in respect to the related learning activities and the stated student cohort capacity? Is there a sufficient component of the unit instruction accessible for students to access outside designated instruction periods? Are each of the topics scheduled in a logical sequence which is reflected in the sequence of assessment tasks? Blended Learning Does the documented blend of on campus and online components enable the target student cohort(s) to effectively participate in the unit? Are the selection of online tools appropriate in respect to the stated student cohort capacity? Yes Partially No N/A Yes Partially No N/A Yes Partially No N/A Yes Partially No N/A Comments Version 1 ‐ May 2016 Stephen Linquist and Rachael Phegan University of Tasmania stephen.linquist@utas.
edu.au
rachael.phegan@utas.
edu.au
This work is licensed under a Creative Commons Attribution‐ShareAlike 4.0 International License.
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